EngTech, IEng and CEng
UK-SPEC
UK STANDARD FOR PROFESSIONAL ENGINEERING COMPETENCE
knowledge.experience.commitment
Engineering Technician, Incorporated Engineer and Chartered Engineer Standard
www.engc.org.uk
Third edition
2
CONTENTS
Foreword 3
The Purpose of UK-SPEC 4
The EngTech Standard 10
The IEng Standard 16
The CEng Standard 24
Professional and ethical behaviour 33
Glossary 36
Table of competence and commitment standards for EngTech, IEng and CEng registration 38
Operating under a Royal Charter, the Engineering Council is charged with regulating the engineering profession in the United Kingdom, setting the standard for the practice of engineering, and maintaining the registers of professional engineers and technicians. The Engineering Council is governed by a Board representing the professional engineering institutions in the UK, together with individuals drawn from industries and sectors with an interest in regulation of the engineering profession. This internationally recognised UK Standard is published by the Engineering Council on behalf of the UK engineering profession. First published in 2003, it was developed in collaboration with the profession and is kept under review. It was most recently reviewed in 2013.
3
FOREWORD
Engineering is all around us, satisfying everything from our basic needs to our more complex dreams and ambitions. The engineers and technicians who make this possible enjoy contributing to teams through technical endeavour to sustain and improve lives. They possess an incredible range of creative talent that is underpinned by their enquiring minds and balanced by their intellect and judgement. Society rightly places great faith in the engineering profession, trusting engineers and technicians to regulate themselves on its behalf. This trust can only be delivered through significant individual commitment that is publicly demonstrated by the attainment of the professional competence and behaviours that are described in this Standard. The men and women who aspire to be recognised as professional engineers and technicians require independent assessment of their competence and commitment, and the UK Standard for Professional Engineering Competence (UK-SPEC) provides the means to achieve this. UK- SPEC has been developed collaboratively by members representing the breadth of the profession, from industry and academia, and from the many different disciplines and specialisms that make up the ‘Universe of Engineering’.
4
Professional registration with the Engineering Council is based on demonstration of competence and commitment. The UK Standard for Professional Engineering Competence (UK-SPEC) describes the competence and commitment requirements that have to be met for registration as an Engineering Technician (EngTech), Incorporated Engineer (IEng) or Chartered Engineer (CEng). It includes examples of activities that could demonstrate achievement of the requirements, to enable individuals and employers to find out whether they or their staff can meet the registration requirements. Qualifications that exemplify the required knowledge and understanding are listed, however it should be noted that there are other ways of demonstrating achievement.
This document also explains the steps necessary to achieve professional registration; the requirement to maintain and enhance competence once registered; and the obligations to act with integrity and in the public interest that are placed on registrants through their membership of a licensed professional engineering institution.
A glossary of terms is included on page 36 and a matrix comprising requirements for all three titles is provided as an Annex.
Career development and progressionRegistration in any category demonstrates valued recognition of an individual’s engineering competence and commitment. However, experiential or other learning and professional development may also enable individuals to progress, from EngTech to IEng and from IEng to CEng, as their career develops. Evidence of competence and commitment is the key requirement for registration, and normally there will be a need for additional education and training before an individual can be registered for a different title.
Why register?Professional registration underpins the systems and processes that ensure the current and future safeguarding of society. It provides employers, government and society, in the UK and overseas, with the confidence that professionally registered engineers and technicians possess and maintain the knowledge, skills and commitment required to meet the engineering and technological needs of today, whilst also catering for the needs of future generations.
Registration sets individual professionals apart from engineers and technicians who are not registered. It establishes their proven knowledge, understanding and competence. In particular, registration demonstrates a commitment to professional standards, and to developing and enhancing competence.
Employers of registered engineering professionals have the assurance of knowing that their employees have had their competence independently assessed, their credentials verified, and their commitment to Continuing Professional Development (CPD) established. They will have gained the recognition of their peers as meeting UK standards for knowledge and experience, which are internationally recognised. Maintaining registration requires continued membership of a professional engineering institution, which ensures that registrants are exposed to new developments in their profession, and provides opportunities to benefit from these. It also means that they are governed by a professional code of conduct, and receive assistance in determining their obligations under this code.
THE PURPOSE OF UK-SPEC
5
In some cases, evidence of employing registered engineering professionals will be necessary for the award of contracts, both in the UK and internationally.
Some employers use the framework offered by UK-SPEC as a basis for their own organisational needs, and rely on achievement of registration to demonstrate readiness for promotion.
Further benefits for individuals can be found at: www.engc.org.uk/benefits and for employers at: www.engc.org.uk/informationfor/employers
International contextMany Engineering Council registrants are nationals of, or working in, countries outside the UK. The standing of Engineering Technicians, Incorporated Engineers and Chartered Engineers as defined by UK-SPEC is widely recognised around the world. In some cases professional registration is required for particular work. Professional registration can therefore be helpful when applying for jobs and tendering for work abroad.
As well as reflecting the requirements of global engineering in UK-SPEC, the Engineering Council is active within a number of multilateral mutual recognition agreements with national engineering bodies in other countries. In particular, the organisation was a founder member of the Washington Accord, which since 1989 has extended well beyond the original six English-speaking countries. The Engineering Council has subsequently worked with international partners to develop the Sydney and Dublin Accords, the International Engineering Technologists Agreement and the International Professional Engineers Agreement. Together with the APEC Engineers Agreement, governance of these now sits within the International Engineering Alliance. In addition, the Engineering Council has worked within the European Federation of National Engineering Associations (FEANI) to strengthen the voice of engineers at the European level.
The Engineering Council continues to be committed to helping engineers and technicians whose registration was in the UK, to contribute to engineering in other countries, as well as to admitting to its register those who have developed their professional engineering competence in other countries and can demonstrate that they meet the UK Standard.
6
How to registerProfessional registration is open to all engineers and technicians who can demonstrate competence and commitment to perform professional work to the necessary standard.
Anyone wishing to be registered must apply through one of the professional engineering institutions licensed by the Engineering Council. Institutions can provide advice about the process and typical timescales for the review. A list of institutions can be found at: www.engc.org.uk/institutions
The assessment process is known as a professional review. The process starts with an application made in accordance with the requirements of the chosen institution. A detailed description of the format for this will be provided by the institution, but any claim of qualifications, experience or training will need formal documented evidence. When submitting details, applicants will need to show how this relates to the required competences and commitment.
To assist potential registrants, their advisers and professional review assessors in deciding the most appropriate category of registration, a matrix comparing requirements for all three titles is provided as Annex A.
Members of a Professional Affiliate (see glossary) that has an agreement with a licensed institution to process its members for registration may apply through the institution. For a current list of Professional Affiliates please see: www.engc.org.uk/affiliates
What is competence?Competence is the ability to carry out a task to an effective standard. To achieve competence requires the right level of knowledge, understanding and skill, and a professional attitude. Competence is developed by a combination of formal and informal learning, and training and experience, generally known as initial professional development. However, these elements are not necessarily separate or sequential and they may not always be formally structured.
Pages 10 – 31 of this document set out the threshold generic competence and commitment standards for registration as an Engineering Technician, Incorporated Engineer or Chartered Engineer, and include some examples of the kind of evidence that would help to demonstrate these. The list of examples is not intended to be exhaustive. There may be other examples and local equivalents.
There are five generic areas of competence and commitment for all registrants, broadly covering:
A Knowledge and understanding
B Design and development of processes, systems, services and products
C Responsibility, management or leadership
D Communication and inter-personal skills
E Professional commitment
7
For each category of registration, the formal education qualification to demonstrate the necessary knowledge and understanding that underpins competence is also given. Applicants without exemplifying qualifications may demonstrate the required knowledge and understanding in other ways, and increasingly, workplace learning is contributing to this.
What is commitment? Registered engineers and technicians demonstrate a personal and professional commitment to society, their profession and the environment. They are required to show that they have adopted a set of values and behaviours that will maintain and enhance the reputation of the profession. Specific evidence is required in the areas of:
• Complying with codes of conduct
• Managing and applying safe systems of work
• Undertaking engineering activities in a way that contributes to sustainable development
• Carrying out CPD necessary to maintain and enhance competence
• Actively participating within the profession.
This revision of UK-SPEC includes a requirement to exercise responsibilities in an ethical manner (see standard E5). The Statement of Ethical Principles developed by the Engineering Council and the Royal Academy of Engineering (www.engc.org.uk/professional-ethics) sets a standard to which members of the profession should aspire in their working habits and relationships. The values on which it is based should apply in every situation in which engineers and technicians exercise their judgement.
Further information on the required standards is available from a variety of sources. Each institution will have its own Code of Conduct, in line with the generic framework on page 33 of this document, and supporting guidance.
The Engineering Council has published a CPD Code for Registrants, (see page 9), as well as guidance on risk and sustainability (see page 34).
8
Assessment of competence and commitment To become professionally registered, applicants must have their competence and commitment assessed through a process known as professional review. This is a peer review process, by registrants who are competent and trained to undertake this kind of assessment. Applicants are assessed against the standards listed in this document, which may be adapted by the institution to relate specifically to the particular technologies or industries with which it is concerned.
There is no prescribed time period for the development of competence and commitment – it depends on many factors such as prior qualifications or experience, job role and personal circumstances. Following a review of the documented evidence, the institution will decide whether the applicant is ready. For would-be Incorporated Engineers and Chartered Engineers, a formal interview with the assessors is always a part of the process. For those seeking to become registered Engineering Technicians, the assessment may be on the basis of documentary evidence. For all three titles, the institution will be able to advise how best to present evidence of training and experience. Where shortfalls in evidence emerge, institutions will usually be able to suggest ways in which they can be addressed. This may involve further training or additional experience.
On completion of the professional review, a decision will be made by the relevant committee of the institution. A positive decision will result in registration of the candidate as an Engineering Technician, Incorporated Engineer or Chartered Engineer. Retention of the title requires continued membership of the admitting institution or another licensed for that title, or a Professional Affiliate which has a registration agreement with an institution licensed for that title, and payment of an annual fee.
Maintaining and enhancing competence Candidates applying for professional registration must be committed to maintaining and enhancing their competence. They will be required to show evidence that they have taken steps to ensure this, and that they intend to continue to do this in line with the CPD Code for Registrants. This is an important part of recognition as a registered engineer or technician, and it is important that anyone seeking registration recognises that this will entail obligations and an ongoing commitment.
9
CPD Code for Registrants Engineering Technicians, Incorporated Engineers and Chartered Engineers should take all necessary steps to maintain and enhance their competence through Continuing Professional Development (CPD). In particular they should:
1 Take ownership of their learning and development needs, and develop a plan to indicate how they might meet these, in discussion with their employer, as appropriate.
2 Undertake a variety of development activities, both in accordance with this plan and in response to other opportunities which may arise.
3 Record their CPD activities.
4 Reflect upon what they have learned or achieved through their CPD activities and record these reflections.
5 Evaluate their CPD activities against any objectives which they have set and record this evaluation.
6 Review their learning and development plan regularly following reflection and assessment of future needs.
7 Support the learning and development of others through activities such as mentoring, and sharing professional expertise and knowledge.
Further information on CPD can be found on page 34.
10
Engineering Technicians apply proven techniques and procedures to the solution of practical engineering problems.
Engineering Technicians are required to apply safe systems of work and are able to demonstrate:
• Evidence of their contribution to either the design, development, manufacture, commissioning, decommissioning, operation or maintenance of products, equipment, processes or services
• Supervisory or technical responsibility
• Effective interpersonal skills in communicating technical matters
• Commitment to professional engineering values.
THE ENGINEERING TECHNICIAN STANDARD
The Competence and Commitment Standard for Engineering Technicians.
The examples given below are intended to help you identify activities you might quote to demonstrate the required competence and commitment for EngTech registration. These are not exhaustive. Moreover, you are not required to give multiple examples to demonstrate competence and commitment.
Engineering Technicians must be competent throughout their working life, by virtue of their education, training and experience, to:
Tell us about your career, education and training. Explain how the experience you have gained has made you more competent.
A Use engineering knowledge and understanding to apply technical and practical skills.
This includes the ability to:
The reviewers will be looking for evidence that you have the know-how to do the job, and were able to go beyond the immediate requirements and use your initiative and experience to solve a problem or improve a process.
A1 Review and select appropriate techniques, procedures and methods to undertake tasks.
Describe:• an example of work you did that went well, the choices you
made and the outcome• or something in your work that you were involved in which
didn’t quite work and explain why• or a technique, procedure or method you improved upon
and explain why.
11
A2 Use appropriate scientific, technical or engineering principles.
Drawing from your direct experience, this might be an explanation of how a piece of equipment, system or mechanism works.
B Contribute to the design, development, manufacture, construction, commissioning, operation or maintenance of products, equipment, processes, systems or services.
In this context, this includes the ability to:
Explain how you contribute to one or more of these activities.
B1 Identify problems and apply appropriate methods to identify causes and achieve satisfactory solutions.
Show an example of how you have used measurement, monitoring and assessment to:• identify the source of a problem • or to identify an opportunity• or to propose a solution.
B2 Identify, organise and use resources effectively to complete tasks, with consideration for cost, quality, safety, security and environmental impact.
Illustrate how you make decisions about:• what information, material, component, people or plant to
use • or how to introduce a new method of working• or what precautions you took.
Describe how you have contributed to best practice methods of continuous improvement, eg ISO 9000.
C Accept and exercise personal responsibility.
This includes the ability to:
Describe an experience or instance where you have had to accept personal responsibility for seeing a process through to completion within agreed targets.
C1 Work reliably and effectively without close supervision, to the appropriate codes of practice.
Your evidence should show how you identified and agreed what had to be done and to what standards on a typical project.
C2 Accept responsibility for work of self or others.
Your evidence could include:minutes of meetings; site notes and instructions; Variation Orders; programmes of work; specifications, drawing and reports; or appraisals. Activity not associated with your job can contribute evidence.
C3 Accept, allocate and supervise technical and other tasks.
12
D Use effective communication and interpersonal skills.
This includes the ability to:
You will need to show you can: contribute to discussions; make a presentation; read and synthesise information; or write different types of documents.
D1 Use oral, written and electronic methods for the communication in English1 of technical and other information.
Your evidence could include: letters; reports; drawings; emails; minutes, including of progress meetings; appraisals; work instructions; and other task planning and organising documents. Your application itself will be relevant.
D2 Work effectively with colleagues, clients, suppliers or the public, and be aware of the needs and concerns of others, especially where related to diversity and equality.
Show examples of how this has occurred, and your role at the time.Describe your role as part of a team.Describe a situation where you put your awareness into practice.
E Make a personal commitment to an appropriate code of professional conduct, recognising obligations to society, the profession and the environment.
Your commitment will be to become part of the profession and uphold the standards to which all members subscribe. You need to show that you have read and understood your institution’s Code of Conduct.
E1 Comply with the Code of Conduct of your institution.
The professional review involves demonstration of, or discussion of, your position on typical ethical challenges.
E2 Manage and apply safe systems of work. Provide evidence of applying current safety requirements, such as risk assessment and other examples of good practice you adopt in your work. You will need to show that you have received a formal safety instruction relating to your workplace (such as a CSCS safety test in the UK), or an update on statutory regulations. In the UK an example would be COSHH requirements.
E3 Undertake engineering work in a way that contributes to sustainable development.
This could include an ability to: • Operate and act responsibly, taking account
of the need to progress environmental, social and economic outcomes simultaneously.
Show examples of methodical assessment of risk in specific projects; actions taken to minimise risk to society or the environment.
1 Any interviews will be conducted in English, subject only to the provisions of the Welsh Language Act 1993 and any Regulations which may be made in implementation of European Union directives on free movement of labour.
13
E4 Carry out and record CPD necessary to maintain and enhance competence in own area of practice including:
• Undertake reviews of own development needs
• Plan how to meet personal and organisational objectives
• Carry out planned (and unplanned) CPD activities
• Maintain evidence of competence development
• Evaluate CPD outcomes against any plans made
• Assist others with their own CPD.
This means demonstrating that you have actively sought to keep yourself up to date, perhaps by studying new standards or techniques, or made use of magazines, lectures organised by professional engineering institutions, and other opportunities to network in order to keep abreast of change.
E5 Exercise responsibilities in an ethical manner. Give an example of where you have applied ethical principles as described in the Statement of Ethical Principles on page 33. Give an example of where you have applied/upheld ethical principles as defined by your organisation or company, which may be in its company or brand values.
14
EducationKnowledge and understanding are important components of professional competence. The following qualifications exemplify the required knowledge and understanding for Engineering Technicians:
• An Advanced/Modern Apprenticeship or other work-based learning programme approved by a licensed professional engineering institution
• or a qualification, approved by a licensed professional engineering institution, in engineering or construction set at level 3 (or above) in the Qualifications and Credit Framework/National Qualifications Framework for England and Northern Ireland; or at level 6 (or above) in the Scottish Credit and Qualifications Framework; or at level 3 (or above) in the Credit and Qualifications Framework for Wales
• or equivalent qualifications approved by a licensed professional engineering institution.
Many qualifications may be acceptable as evidence that part or all of the necessary competence has been acquired. Please check the Engineering Council’s searchable database of approved qualifications and programmes for information about current approved status: www.engc.org.uk/techdb
Many potential Engineering Technicians have not had the advantage of formal training, but are able to demonstrate that they have acquired the necessary competence through substantial working experience. Thus individuals without the types of qualifications described above may apply for an Individual Route assessment. This process, administered by the applicant’s institution, includes assessment of prior learning and of current performance. Evidence of employer recognition of competences and relevant skills may be helpful.
Applicants should consult their institution for advice on the most appropriate option.
15
Professional developmentThis is the other key part of developing competence. It is how potential Engineering Technicians learn to apply their knowledge and understanding and begin to apply professional judgement. It can happen at the same time as some of the formal education or training referred to above, for example through an apprenticeship scheme.
Many organisations run well-established apprenticeship or employer training and development schemes. While these schemes are of course geared to the specific needs of their organisations, they are frequently designed to help individuals on the way to registration, and may have been approved by one or more of the professional engineering institutions.
Potential Engineering Technicians in organisations without schemes of this type will need to develop profiles of competence and professional activity to help them prepare for registration. In some cases employers will use occupational standards or competence frameworks in determining job descriptions and staff development, and these may assist in developing a competence profile. Otherwise, aspiring registrants should use the competence and commitment statements and seek advice and guidance from the relevant institution, which may be able to put them in touch with a mentor to assist them through the process and help them address any gaps in their development.
Those seeking Engineering Technician registration should maintain a detailed record of their professional development, responsibilities and experience, verified by supervisors or mentors, to provide best evidence for the professional review (see page 8).
16
Incorporated Engineers maintain and manage applications of current and developing technology, and may undertake engineering design, development, manufacture, construction and operation.
Incorporated Engineers are able to demonstrate:
• The theoretical knowledge to solve problems in developed technologies using well proven analytical techniques
• Successful application of their knowledge to deliver engineering projects or services using established technologies and methods
• Responsibility for project and financial planning and management together with some responsibility for leading and developing other professional staff
• Effective interpersonal skills in communicating technical matters
• Commitment to professional engineering values.
THE INCORPORATED ENGINEER STANDARD
The Competence and Commitment Standard for Incorporated Engineers.
The examples given below are intended to help you identify activities you might quote to demonstrate the required competence and commitment for IEng registration. These are not exhaustive. Moreover, you are not required to give multiple examples to demonstrate competence and commitment.
Incorporated Engineers must be competent throughout their working life, by virtue of their education, training and experience, to:
A Use a combination of general and specialist engineering knowledge and understanding to apply existing and emerging technology.
A1 Maintain and extend a sound theoretical approach to the application of technology in engineering practice.
This could include an ability to: • Identify the limits of own personal
knowledge and skills • Strive to extend own technological
capability • Broaden and deepen own knowledge base
through new applications and techniques.
Engage in formal learning. Learn new engineering theories and techniques in the workplace, at seminars, etc. Broaden your knowledge of engineering codes, standards and specifications.
17
A2 Use a sound evidence-based approach to problem-solving and contribute to continuous improvement.
This could include an ability to: • Use market intelligence and knowledge
of technological developments to promote and improve the effectiveness of engineering products, systems and services
• Contribute to the evaluation and development of continuous improvement systems
• Apply knowledge and experience to investigate and solve problems arising during engineering tasks and implement corrective action.
Manage/contribute to market research, and product and process research and development. Involvement with cross-disciplinary working. Conduct statistically sound appraisal of data. Use evidence from best practice to improve effectiveness. Apply root cause analysis.
B Apply appropriate theoretical and practical methods to design, develop, manufacture, construct, commission, operate, maintain, decommission and re-cycle engineering processes, systems, services and products.
B1 Identify, review and select techniques, procedures and methods to undertake engineering tasks.
This could include an ability to: • Establish users’ requirements for
improvement • Select a review methodology • Fully exploit and implement current
technology • Review the potential for enhancing
engineering practices, products, processes, systems and services, using evidence from best practice
• Establish an action plan to implement the results of the review.
Contribute to the marketing of and tendering for new engineering products, processes and systems. Contribute to the specification and procurement of new engineering products, processes and systems. Develop decommissioning processes. Set targets, and draft programmes and action plans. Schedule activities.
18
B2 Contribute to the design and development of engineering solutions.
This could include an ability to: • Contribute to the identification and
specification of design and development requirements for engineering products, processes, systems and services
• Identify operational risks and evaluate possible engineering solutions, taking account of cost, quality, safety, reliability, appearance, fitness for purpose, security, intellectual property (IP) constraints and opportunities, and environmental impact
• Collect and analyse results • Carry out necessary tests.
Contribute to theoretical and applied research. Manage/contribute to value engineering and whole life costing. Work in design teams. Draft specifications. Find and evaluate information from a variety of sources, including online. Develop and test options. Identify resources and costs of options. Produce detailed designs. Be aware of IP constraints and opportunities.
B3 Implement design solutions and contribute to their evaluation.
This could include an ability to: • Secure the resources required for
implementation • Implement design solutions, taking account
of critical constraints, including due concern for safety and sustainability
• Identify problems during implementation and take corrective action
• Contribute to recommendations for improvement and actively learn from feedback on results.
Follow the design process through into product manufacture. Operate and maintain processes, systems etc. Contribute to reports on the evaluation of the effectiveness of the designs, including risk, safety and life cycle considerations. Contribute to product improvement. Interpret and analyse performance. Contribute to determining critical success factors.
C Provide technical and commercial management.
C1 Plan for effective project implementation.
This could include an ability to: • Identify factors affecting the project
implementation • Carry out holistic and systematic risk
identification, assessment and management • Prepare and agree implementation plans
and method statements • Secure the necessary resources and confirm
roles in project team • Apply the necessary contractual
arrangements with other stakeholders (client, subcontractors, suppliers, etc).
Manage/contribute to project planning activities. Produce and implement procurement plans. Contribute to project risk assessments. Collaborate with key stakeholders. Plan programmes and delivery of tasks. Identify resources and costs. Prepare and agree contracts/work orders.
19
C2 Manage tasks, people and resources to plan and budget.
This could include an ability to: • Operate appropriate management systems • Work to the agreed quality standards,
programme and budget, within legal and statutory requirements
• Manage work teams, coordinating project activities
• Identify variations from quality standards, programme and budgets, and take corrective action
• Evaluate performance and recommend improvements.
Manage/contribute to project operations. Manage the balance between quality, cost and time. Manage contingency processes. Contribute to the management of project funding, payments and recovery. Satisfy legal and statutory obligations. Manage tasks within identified financial, commercial and regulatory constraints.
C3 Manage teams and develop staff to meet changing technical and managerial needs.
This could include an ability to: • Agree objectives and work plans with teams
and individuals • Identify team and individual needs, and
plan for their development • Reinforce team commitment to professional
standards • Manage and support team and individual
development • Assess team and individual performance,
and provide feedback.
Carry out/contribute to staff appraisals. Plan/contribute to the training and development of staff. Gather evidence from colleagues of the management, assessment and feedback that you have provided. Carry out/contribute to disciplinary procedures.
C4 Manage continuous quality improvement.
This could include an ability to: • Ensure the application of quality
management principles by team members and colleagues
• Manage operations to maintain quality standards
• Evaluate projects and make recommendations for improvement.
Promote quality. Manage/contribute to best practice methods of continuous improvement, eg ISO 9000, EFQM, balanced scorecard. Carry out/contribute to quality audits. Monitor, maintain and improve delivery. Identify, implement and evaluate changes to meet quality objectives.
D Demonstrate effective interpersonal skills.
D1 Communicate in English2 with others at all levels.
This could include an ability to: • Contribute to, chair and record meetings
and discussions • Prepare communications, documents and
reports on technical matters • Exchange information and provide advice
to technical and non-technical colleagues.
Reports, letters, emails, drawings, specifications and working papers (eg meeting minutes, planning documents, correspondence) in a variety of formats.Engaging or interacting with professional networks.
2 Any interviews will be conducted in English, subject only to the provisions of the Welsh Language Act 1993 and any Regulations which may be made in implementation of European Union directives on free movement of labour.
20
D2 Present and discuss proposals.
This could include an ability to: • Prepare and deliver appropriate
presentations • Manage debates with audiences • Feed the results back to improve the
proposals • Contribute to the awareness of risk.
Presentations, records of discussions and their outcomes.
D3 Demonstrate personal and social skills.
This could include an ability to: • Know and manage own emotions, strengths
and weaknesses • Be aware of the needs and concerns of
others, especially where related to diversity and equality
• Be confident and flexible in dealing with new and changing interpersonal situations
• Identify, agree and work towards collective goals
• Create, maintain and enhance productive working relationships, and resolve conflicts.
Records of meetings. Evidence from colleagues of your personal and social skills. Contribute to productive working relationships. Apply diversity and anti-discrimination legislation.
E Demonstrate a personal commitment to professional standards, recognising obligations to society, the profession and the environment.
E1 Comply with relevant codes of conduct.
This includes an ability to: • Comply with the rules of professional
conduct of own institution • Manage work within all relevant legislation
and regulatory frameworks, including social and employment legislation.
Contribute to the affairs of your institution. Work with a variety of conditions of contract.
E2 Manage and apply safe systems of work.
This could include an ability to: • Identify and take responsibility for own
obligations for health, safety and welfare issues
• Manage systems that satisfy health, safety and welfare requirements
• Develop and implement appropriate hazard identification and risk management systems and culture
• Manage, evaluate and improve these systems
• Apply a sound knowledge of health and safety legislation.
Undertake formal health and safety training. Work with health and safety legislation and best practice. In the UK, examples include HASAW 1974, CDM regulations, OHSAS 18001:2007 and company safety policies.
Carry out safety audits. Identify and minimise hazards. Assess and control risks. Deliver health and safety briefings and inductions.
21
E3 Undertake engineering activities in a way that contributes to sustainable development.
This could include an ability to: • Operate and act responsibly, taking account
of the need to progress environmental, social and economic outcomes simultaneously
• Provide products and services which maintain and enhance the quality of the environment and community, and meet financial objectives
• Understand and encourage stakeholder involvement in sustainable development
• Use resources efficiently and effectively.
Carry out/contribute to environmental impact assessments. Carry out/contribute to environmental risk assessments. Manage best practice environmental management systems, eg ISO 14000. Manage best practice risk management systems eg ISO 31000. Work within environmental legislation. Adopt sustainable practices. Contribute to social, economic and environmental outcomes.
E4 Carry out and record CPD necessary to maintain and enhance competence in own area of practice including:
• Undertake reviews of own development needs
• Plan how to meet personal and organisational objectives
• Carry out planned (and unplanned) CPD activities
• Maintain evidence of competence development
• Evaluate CPD outcomes against any plans made
• Assist others with their own CPD.
Keep up to date with national and international engineering issues. Maintain CPD plans and records. Involvement with the affairs of your institution. Evidence of your development through on-the-job learning, private study, in-house courses, external courses and conferences.
E5 Exercise responsibilities in an ethical manner. Give an example of where you have applied ethical principles as described in the Statement of Ethical Principles on page 33.
Give an example of where you have applied/upheld ethical principles as defined by your organisation or company, which may be in its company or brand values.
22
EducationKnowledge and understanding are important components of professional competence. Formal education is the usual, though not the only, way of demonstrating the necessary knowledge and understanding, and the following qualifications exemplify the required knowledge and understanding for Incorporated Engineers:
• An accredited Bachelors or honours degree in engineering or technology
• or a Higher National Diploma or a Foundation Degree in engineering or technology, plus appropriate further learning to degree level*
• or an NVQ4 or SVQ4 which has been approved for the purpose by a licensed professional engineering institution, plus appropriate further learning to degree level*.
*See www.qaa.ac.uk for qualification levels and HE reference points.
The Engineering Council website provides searchable databases of accredited programmes. Please check the Engineering Council website: www.engc.org.uk/courses
Applicants who do not have exemplifying qualifications may demonstrate the required knowledge and understanding in other ways, but must clearly demonstrate they have achieved the same level of knowledge and understanding as those with exemplifying qualifications.
Ways to demonstrate this include:
• Taking further qualifications, in whole or in part, as specified by the institution to which they are applying
• Completing appropriate work-based or experiential learning
• Writing a technical report, based on their experience, and demonstrating their knowledge and understanding of engineering principles
• Until 2011, taking Engineering Council examinations.
Applicants should consult their institution for advice on the most appropriate option.
23
Professional developmentThis is the other key part of developing competence. It is how potential Incorporated Engineers learn to apply their knowledge and understanding and begin to apply professional judgement. It can happen at the same time as some of the formal education referred to above, for example through an industrial placement during a higher education course, through a Higher Apprenticeship scheme or alongside part-time study.
Many larger employers run well-established apprenticeship or graduate training and development schemes. While these schemes are of course geared to the specific needs of their organisations, they are frequently designed to help apprentices and graduates on the way to registration, and may have been approved or accredited by one or more of the professional engineering institutions.
Potential Incorporated Engineers in organisations without schemes of this type will need to develop profiles of competence and professional activity to help them prepare for registration. In some cases employers will use occupational standards or competence frameworks in determining job descriptions and staff development, and these may assist in developing a competence profile. Otherwise aspiring registrants should use the competence and commitment statements and seek advice and guidance from the relevant institution, which may be able to put them in touch with a mentor to assist them through the process and help them address any gaps in their development.
Those seeking Incorporated Engineer registration should maintain a detailed record of their professional development, responsibilities and experience, verified by supervisors or mentors, to provide best evidence for the professional review (see page 8).
24
THE CHARTERED ENGINEER STANDARD
Chartered Engineers develop solutions to engineering problems using new or existing technologies, through innovation, creativity and change and/or they may have technical accountability for complex systems with significant levels of risk.
Chartered Engineers are able to demonstrate:
• The theoretical knowledge to solve problems in new technologies and develop new analytical techniques
• Successful application of the knowledge to deliver innovative products and services and/or take technical responsibility for complex engineering systems
• Accountability for project, finance and personnel management and managing trade-offs between technical and socio-economic factors
• Skill sets necessary to develop other technical staff • Effective interpersonal skills in communicating technical matters.
The Competence and Commitment Standard for Chartered Engineers.
The examples given below are intended to help you identify activities you might quote to demonstrate the required competence and commitment for CEng registration. These are not exhaustive. Moreover, you are not required to give multiple examples to demonstrate competence and commitment.
Chartered Engineers must be competent throughout their working life, by virtue of their education, training and experience, to:
A Use a combination of general and specialist engineering knowledge and understanding to optimise the application of existing and emerging technology.
A1 Maintain and extend a sound theoretical approach in enabling the introduction and exploitation of new and advancing technology.
This could include an ability to: • Identify the limits of own personal
knowledge and skills • Strive to extend own technological
capability • Broaden and deepen own knowledge base
through research and experimentation.
Engage in formal post-graduate academic study. Learn and develop new engineering theories and techniques in the workplace. Broaden your knowledge of engineering codes, standards and specifications.
25
A2 Engage in the creative and innovative development of engineering technology and continuous improvement systems.
This could include an ability to: • Assess market needs and contribute to
marketing strategies • Identify constraints and exploit
opportunities for the development and transfer of technology within own chosen field
• Promote new applications when appropriate
• Secure the necessary intellectual property (IP) rights
• Develop and evaluate continuous improvement systems.
Lead/manage market research, and product and process research and development. Cross-disciplinary working involving complex projects.
Conduct statistically sound appraisal of data. Use evidence from best practice to improve effectiveness.
B Apply appropriate theoretical and practical methods to the analysis and solution of engineering problems.
B1 Identify potential projects and opportunities.
This could include an ability to: • Establish and help develop solutions to
meet users’ requirements • Consider and implement new and
emerging technologies • Enhance engineering practices, products,
processes, systems and services • Use own knowledge of the employer’s
position to assess the viability of opportunities.
Involvement in the marketing of and tendering for new engineering products, processes and systems. Involvement in the specification and procurement of new engineering products, processes and systems. Set targets, and draft programmes and action plans. Schedule activities.
B2 Conduct appropriate research, and undertake design and development of engineering solutions.
This could include an ability to: • Identify and agree appropriate research
methodologies • Allocate and manage resources • Develop the necessary tests • Collect, analyse and evaluate the relevant
data • Undertake engineering design • Prepare, present and agree design
recommendations, with appropriate analysis of risk, and taking account of cost, quality, safety, reliability, appearance, fitness for purpose, security, intellectual property (IP) constraints and opportunities, and environmental impact.
Carry out formal theoretical research. Evaluate numerical and analytical tools. Carry out applied research on the job. Lead/manage value engineering and whole life costing. Lead design teams. Draft specifications. Develop and test options. Identify resources and costs of options. Produce concept designs, and develop these into detailed designs.Be aware of IP constraints and opportunities.
26
B3 Manage implementation of design solutions, and evaluate their effectiveness.
This could include an ability to: • Ensure that the application of the design
results in the appropriate practical outcome • Implement design solutions, taking account
of critical constraints, including due concern for safety and sustainability
• Determine the criteria for evaluating the design solutions
• Evaluate the outcome against the original specification
• Actively learn from feedback on results to improve future design solutions and build best practice.
Follow the design process through into product or service realisation and its evaluation. Prepare and present reports on the evaluation of the effectiveness of the designs, including risk, safety and life cycle considerations. Manage product improvement. Interpret and analyse performance. Determine critical success factors.
C Provide technical and commercial leadership.
C1 Plan for effective project implementation.
This could include an ability to: • Systematically review the factors affecting
the project implementation including safety and sustainability considerations
• Define a holistic and systematic approach to risk identification, assessment and management
• Lead on preparing and agreeing implementation plans and method statements
• Ensure that the necessary resources are secured and brief the project team
• Negotiate the necessary contractual arrangements with other stakeholders (client, subcontractors, suppliers, etc).
Lead/manage project planning activities. Produce and implement procurement plans. Carry out project risk assessments. Collaborate with key stakeholders, and negotiate agreement to the plans. Plan programmes and delivery of tasks. Identify resources and costs. Negotiate and agree contracts/work orders.
C2 Plan, budget, organise, direct and control tasks, people and resources.
This could include an ability to: • Set up appropriate management systems • Define quality standards, programme
and budget within legal and statutory requirements
• Organise and lead work teams, coordinating project activities
• Ensure that variations from quality standards, programme and budgets are identified, and that corrective action is taken
• Gather and evaluate feedback, and recommend improvements.
Take responsibility for and control project operations. Manage the balance between quality, cost and time. Manage risk register and contingency systems. Manage project funding, payments and recovery. Satisfy legal and statutory obligations. Lead/manage tasks within identified financial, commercial and regulatory constraints.
27
C3 Lead teams and develop staff to meet changing technical and managerial needs.
This could include an ability to: • Agree objectives and work plans with teams
and individuals • Identify team and individual needs, and
plan for their development • Reinforce team commitment to professional
standards • Lead and support team and individual
development • Assess team and individual performance,
and provide feedback.
Carry out/contribute to staff appraisals. Plan/contribute to the training and development of staff. Gather evidence from colleagues of the management, assessment and feedback that you have provided. Carry out/contribute to disciplinary procedures.
C4 Bring about continuous improvement through quality management.
This could include an ability to: • Promote quality throughout the
organisation and its customer and supplier networks
• Develop and maintain operations to meet quality standards
• Direct project evaluation and propose recommendations for improvement.
Plan and implement best practice methods of continuous improvement, eg ISO 9000, EFQM, balanced scorecard. Carry out quality audits. Monitor, maintain and improve delivery. Identify, implement and evaluate changes to meet quality objectives.
D Demonstrate effective interpersonal skills.
D1 Communicate in English3 with others at all levels.
This could include an ability to: • Lead, chair, contribute to and record
meetings and discussions • Prepare communications, documents and
reports on complex matters • Exchange information and provide advice
to technical and non-technical colleagues.
Reports, letters, emails, drawings, specifications and working papers (e.g. meeting minutes, planning documents, correspondence) in a variety of formats.Engaging or interacting with professional networks.
D2 Present and discuss proposals.
This could include an ability to: • Prepare and deliver presentations on
strategic matters • Lead and sustain debates with audiences • Feed the results back to improve the
proposals • Raise the awareness of risk.
Presentations, records of discussions and their outcomes.
3 Any interviews will be conducted in English, subject only to the provisions of the Welsh Language Act 1993 and any Regulations which may be made in implementation of European Union directives on free movement of labour.
28
D3 Demonstrate personal and social skills.
This could include an ability to: • Know and manage own emotions, strengths
and weaknesses • Be aware of the needs and concerns of
others, especially where related to diversity and equality
• Be confident and flexible in dealing with new and changing interpersonal situations
• Identify, agree and lead work towards collective goals
• Create, maintain and enhance productive working relationships, and resolve conflicts.
Records of meetings. Evidence from colleagues of your personal and social skills. Take responsibility for productive working relationships. Apply diversity and anti-discrimination legislation.
E Demonstrate a personal commitment to professional standards, recognising obligations to society, the profession and the environment.
E1 Comply with relevant codes of conduct.
This includes an ability to: • Comply with the rules of professional
conduct of own institution • Lead work within all relevant legislation and
regulatory frameworks, including social and employment legislation.
Work with a variety of conditions of contract. Demonstrate initiative in and commitment to the affairs of your institution.
E2 Manage and apply safe systems of work.
This could include an ability to: • Identify and take responsibility for own
obligations for health, safety and welfare issues
• Ensure that systems satisfy health, safety and welfare requirements
• Develop and implement appropriate hazard identification and risk management systems and culture
• Manage, evaluate and improve these systems
• Apply a sound knowledge of health and safety legislation.
Undertake formal health and safety training. Work with health and safety legislation and best practice. In the UK, examples include HASAW 1974, CDM regulations, OHSAS 18001:2007 and company safety policies.
Carry out safety audits. Identify and minimise hazards. Assess and control risks. Evaluate the costs and benefits of safe working. Deliver strategic health and safety briefings and inductions.
29
E3 Undertake engineering activities in a way that contributes to sustainable development.
This could include an ability to: • Operate and act responsibly, taking account
of the need to progress environmental, social and economic outcomes simultaneously
• Use imagination, creativity and innovation to provide products and services which maintain and enhance the quality of the environment and community, and meet financial objectives
• Understand and secure stakeholder involvement in sustainable development
• Use resources efficiently and effectively.
Carry out environmental impact assessments. Carry out environmental risk assessments. Plan and implement best practice environmental management systems, eg ISO 14000. Manage best practice risk management systems eg ISO 31000. Work within environmental legislation. Adopt sustainable practices. Achieve social, economic and environmental outcomes.
E4 Carry out and record CPD necessary to maintain and enhance competence in own area of practice including:
• Undertake reviews of own development needs
• Plan how to meet personal and organisational objectives
• Carry out planned (and unplanned) CPD activities
• Maintain evidence of competence development
• Evaluate CPD outcomes against any plans made
• Assist others with their own CPD.
Keep up to date with national and international engineering issues. Maintain CPD plans and records. Involvement with the affairs of your institution. Evidence of your development through on-the-job learning, private study, in-house courses, external courses and conferences.
E5 Exercise responsibilities in an ethical manner. Give an example of where you have applied ethical principles as described in the Statement of Ethical Principles on page 33.
Give an example of where you have applied/upheld ethical principles as defined by your organisation or company, which may be in its company or brand values.
30
EducationKnowledge and understanding are important components of professional competence. Formal education is the usual, though not the only, way of demonstrating the necessary knowledge and understanding, and the following qualifications exemplify the required knowledge and understanding for Chartered Engineers:
• An accredited Bachelors degree with honours in engineering or technology, plus either an appropriate Masters degree or Engineering Doctorate (EngD) accredited by a professional engineering institution, or appropriate further learning to Masters level*;
• or an accredited integrated MEng degree.
*See www.qaa.ac.uk for qualification levels and HE reference points.
The Engineering Council website provides a searchable database of accredited programmes. Please check the Engineering Council website: www.engc.org.uk/courses
Applicants who do not have exemplifying qualifications may demonstrate the required knowledge and understanding in other ways, but must clearly demonstrate they have achieved the same level of knowledge and understanding as those with exemplifying qualifications.
Ways to demonstrate this include:
• Taking further qualifications, in whole or in part, as specified by the institution to which they are applying
• Completing appropriate work-based or experiential learning
• Writing a technical report, based on their experience, and demonstrating their knowledge and understanding of engineering principles
• Until 2011, taking Engineering Council examinations.
Applicants should consult their institution for advice on the most appropriate option.
31
Professional developmentThis is the other key part of developing competence. It is how potential Chartered Engineers learn to apply their knowledge and understanding and begin to apply professional judgement. It can happen at the same time as some of the formal education referred to above, for example through an industrial placement during a higher education course, or alongside part-time study.
Many larger employers run well-established graduate training and development schemes. While these schemes are of course geared to the specific needs of their organisations, they are frequently designed to help graduates on the way to registration and may have been accredited by one or more of the institutions.
Potential Chartered Engineers in organisations without schemes of this type will need to develop profiles of competence and professional activity to help them prepare for registration. In some cases employers will use occupational standards or competence frameworks in determining job descriptions and staff development, and these may assist in developing a competence profile. Otherwise aspiring registrants should use the competence and commitment statements and seek advice and guidance from the relevant institution, which may be able to put them in touch with a mentor to assist them through the process and help them address any gaps in their development.
Those seeking Chartered Engineer registration should maintain a detailed record of their professional development, responsibilities and experience, verified by supervisors or mentors, to provide best evidence for the professional review (see page 8).
32
33
Statement of Ethical PrinciplesThis Statement of Ethical Principles, published by the Engineering Council and the Royal Academy of Engineering, lists four fundamental principles to guide engineers and technicians in achieving the high ideals of professional life:
• Accuracy and rigour• Honesty and integrity• Respect for life, law and the public good• Responsible leadership: listening and informing
These express the beliefs and values of the profession and are amplified in the Statement of Ethical Principles: www.engc.org.uk/professional-ethics
Guidelines for Institution Codes of Conduct All registrants are expected to observe the requirements of the Code of Conduct of the institution they have joined.
The Code of Conduct of each licensed professional engineering institution should place a personal obligation on its members to act with integrity and in the public interest. It should be worded in such a way as to encourage members to act in accordance with the Statement of Ethical Principles. Institutions shall ensure that they have appropriate disciplinary processes in place to deal with breaches of their Codes of Conduct.
Specifically, Codes of Conduct should oblige members to:
1 Act with due skill, care and diligence and with proper regard for professional standards.
2 Prevent avoidable danger to health or safety.3 Act in accordance with the principles of sustainability, and prevent avoidable
adverse impact on the environment and society.4 Maintain and enhance their competence, undertake only professional
tasks for which they are competent, and disclose relevant limitations of competence.
5 Accept appropriate responsibility for work carried out under their supervision.6 Treat all persons fairly and with respect.7 Encourage others to advance their learning and competence.8 Avoid where possible real or perceived conflict of interest, and advise
affected parties when such conflicts arise.9 Observe the proper duties of confidentiality owed to appropriate parties.10 Reject bribery and all forms of corrupt behaviour, and make positive efforts to
ensure others do likewise.11 Raise a concern about a danger, risk, malpractice or wrongdoing which
affects others (‘blow the whistle’), and support a colleague or any otherperson to whom you have a duty of care who in good faith raises any such concern.*
12 Assess and manage relevant risks and communicate these appropriately.13 Assess relevant liability, and if appropriate hold professional indemnity
insurance.14 Notify the Institution if convicted of a criminal offence or upon becoming
bankrupt or disqualified as a Company Director.15 Notify the Institution of any significant violation of the Institution’s Code of
Conduct by another member.
PROFESSIONAL AND ETHICAL BEHAVIOUR
*Included August 2015.
34
Guidance on Risk This guidance, published by the Engineering Council, lists six principles to guide and motivate professional engineers and technicians in identifying, assessing, managing and communicating about risk.
1 Apply professional and responsible judgement and take a leadership role2 Adopt a systematic and holistic approach to risk identification, assessment
and management3 Comply with legislation and codes, but be prepared to seek further
improvements4 Ensure good communication with the others involved5 Ensure that lasting systems for oversight and scrutiny are in place6 Contribute to public awareness of risk
For more information please see: www.engc.org.uk/risk
Guidance on SustainabilityThis guidance, published by the Engineering Council, lists six principles to guide and motivate professional engineers and technicians when making decisions for clients, employers and society which affect sustainability.
1 Contribute to building a sustainable society, present and future2 Apply professional and responsible judgement and take a leadership role3 Do more than just comply with legislation and codes4 Use resources efficiently and effectively 5 Seek multiple views to solve sustainability challenges6 Manage risk to minimise adverse impact to people or the environment
For more information please see: www.engc.org.uk/sustainability
Professional engineering institutions may use these documents to assist them in developing guidance for their members.
Continuing Professional Development (CPD) Policy StatementIn addition to the CPD Code for Registrants published earlier in this document, in 2013 the Engineering Council published a policy statement about CPD. A supporting explanatory note for professional engineering institutions is available at: www.engc.org.uk/cpd
CPD is understood across most professions as the systematic acquisition of knowledge and skills, and the development of personal qualities, to maintain and enhance professional competence. All members of professional engineering institutions have an obligation to undertake CPD, and to support the learning of others. For Engineering Council registrants, this obligation underpins the value of the professional titles of Engineering Technician, Incorporated Engineer, Chartered Engineer and ICT Technician, as well as serving society and enabling it to have confidence in the engineering profession.
35
CPD has several purposes, which will vary in relation to registrants’ circumstances, their needs and their career progression. Very often registrants will do CPD to assure their continuing competence in their current job. At other times, CPD may be done to enable a different role within or outside their organisation (which may have more management content or which may not be a pure engineering role). Equally, CPD may help them follow a longer term career development plan, or to enhance their professionalism in a wider context than a specific job role. The focus of registrants’ learning may therefore be on different areas of competence at different times.
CPD can also take a variety of different forms. At its heart is informal learning through the challenges and opportunities of working life, and interaction with others (eg colleagues, customers, suppliers) including professionals from other disciplines. However, this may be supplemented by structured activities such as courses, distance learning programmes, private study, preparation of papers and presentations, mentoring, involvement in professional body activities, or relevant voluntary work. (This list is not intended to be exhaustive). Individual registrants are best placed to determine their needs and how to meet them. Often, employers or experienced colleagues will play a significant part in this, but individuals should be responsible and proactive in seeking professional development opportunities.
While most engineering professionals undertake CPD, this is often on a casual basis, without any deliberate planning, recording of activities, or conscious reflection. Whatever its purpose or nature, learning through CPD should be reflective and should relate to specific objectives even if these are only to maintain their professional engineering competence. Having a regularly reviewed development plan will facilitate learning, although there will always be a place for unplanned activities. Registrants should record both their CPD activities and what they have learned or achieved through them, and relate this to any planned objectives. Doing this will help them to determine their future needs and plan accordingly, as part of a cyclical process. It will also encourage an outcome-based approach which is more appropriate to professional learning than relying solely on quantitative measures such as hours or points.
One of the main functions of a professional body is promoting and supporting the professional development of its members. The professional engineering institutions licensed by the Engineering Council advise and support their members on CPD in a number of ways, such as providing guidance, resources and mentoring programmes. A number provide CPD planning and recording systems, and review their members’ CPD from time to time. They should in future strengthen their support by reviewing a random sample of their professionally active registrants’ CPD records each year and providing appropriate feedback. The sample need not include retired registrants or those on career breaks for any reason (eg maternity or paternity leave, parenthood, unemployment etc).
36
Glossary
APEC: Asia Pacific Economic Cooperation
An agreement in place between a number of APEC countries for the purposes of recognising substantial equivalence of professional competence in engineering. www.ieagreements.com/apec
Chartered Engineer (CEng) One of the professional titles available to individuals who meet the required standard of competence and commitment. www.engc.org.uk/ceng
Competence The ability to carry out a task to an effective standard. Its achievement requires the right level of knowledge, understanding and skill, as well as a professional attitude. It is part of the requirement (along with commitment) that must be demonstrated in order for an individual to be admitted to the Engineering Council’s register at the relevant level.
Continuing Professional Development (CPD)
The systematic acquisition of knowledge and skills, and the development of personal qualities, to maintain and enhance professional competence. All members of professional engineering institutions have an obligation to undertake CPD, and to support the learning of others. www.engc.org.uk/cpd
Dublin Accord Similar to the Washington Accord, for Engineering Technicians (see below). www.ieagreements.com/Dublin
Engineering Council The UK regulatory body for the engineering profession that sets and maintains internationally recognised standards of professional competence and ethics, and holds the UK register of professional engineers and technicians. www.engc.org.uk
Engineering Technician (EngTech) One of the professional titles available to individuals who meet the required standard of competence and commitment. www.engc.org.uk/engtech
Exemplifying qualification An educational or vocational qualification that demonstrates the knowledge, understanding and skills to meet or partly meet the requirement for registration in a particular category. Other qualifications may be permitted if they achieve (or exceed) the same level.
FEANI The European Federation of National Engineering Associations of which the Engineering Council is the UK partner. www.feani.org/site
Incorporated Engineer (IEng) One of the professional titles available to individuals who meet the required standard of competence and commitment. www.engc.org.uk/ieng
National Vocational Qualification (NVQ)
Qualifications developed and accredited according to criteria set out nationally, and that are achieved through assessment and training. In Scotland, they are known as Scottish Vocational Qualification (SVQ). To achieve an NVQ, candidates must prove that they have the ability (competence) to carry out their job to the required standard. NVQs are based on National Occupational Standards that describe the ‘competences’ expected in any given job role.
Professional Affiliate An incorporated body/engineering institution which is closely associated with, but not licensed by, the Engineering Council. It may enter into an agreement with a professional engineering institution to process its members for registration. For a list of Professional Affiliates see: www.engc.org.uk/affiliates
Professional development The process by which an individual gains professional competence. It may take place through formal and informal learning, and workplace training and experience.
Professional engineering institution
Membership organisation which is licensed by the Engineering Council to assess candidates for professional registration. Some institutions also have a licence to accredit degree programmes and/or company training schemes. For a list see: www.engc.org.uk/institutions
Professional registration The process whereby an individual is admitted to the Engineering Council’s Register as an Engineering Technician, Incorporated Engineer or Chartered Engineer based on the individual demonstrating, via a peer review process by a licensed professional engineering institution, that he/she has met the profession’s standards of commitment and competence. Award of the EngTech, IEng or CEng title permits the use of the relevant post-nominal.
Professional review A peer assessment process to decide whether an individual has met the requirements for registration. It is a holistic assessment of the applicant’s competence and commitment against the relevant sections of UK-SPEC. For candidates seeking IEng or CEng registration, this will include a professional review interview (PRI). Some PEIs include an interview for EngTech candidates.
Professional review interview (PRI) Part of the professional review process undertaken by registrant peers who are trained and competent to do so. It is mandatory for IEng and CEng candidates. For EngTech candidates, the interview is at the discretion of the institution.
37
Quality Assurance Agency for Higher Education (QAA)
Safeguards standards and drives improvement in the quality of UK higher education across all subjects. The QAA works closely with the Engineering Council and professional engineering institutions to support the Engineering disciplines. www.qaa.ac.uk
QCF Qualifications and Credit Framework. For HE reference points see: www.qaa.ac.uk
Royal Academy of Engineering (RAEng)
The UK’s national academy for engineering that works to advance and promote excellence in engineering. RAEng provides analysis and policy support relating to business and education, invests in the UK’s research base to underpin innovation, and works to improve public awareness and understanding of engineering. www.raeng.org.uk
Royal Charter A formal document issued by the monarch granting rights and powers to an individual or an organisation.
SCQF The Scottish Credit and Qualifications Framework. For HE reference points see: www.scqf.org.uk
Sydney Accord Similar to the Washington Accord, for Incorporated Engineers (in the UK) or Engineering Technologists (see below). www.ieagreements.com/sydney
UK-SPEC: The UK Standard for Professional Engineering Competence
The UK standard which sets out the competence and commitment requirements for registration with the Engineering Council as an Engineering Technician, Incorporated Engineer or Chartered Engineer. www.engc.org.uk/ukspec
Washington Accord An international agreement among bodies responsible for accrediting engineering degree programmes, recognising the substantial equivalence of such programmes for entry to the practice of engineering. In the UK this is at Chartered Engineer status. www.ieagreements.com/Washington-Accord
38
Eng
inee
ring
Tec
hnic
ian
Inco
rpo
rate
d E
ngin
eer
Cha
rter
ed E
ngin
eer
Eng
inee
ring
Tec
hnic
ians
ap
ply
pro
ven
tech
niq
ues
and
pro
ced
ures
to
th
e so
lutio
n o
f pra
ctic
al e
ngin
eerin
g p
rob
lem
s.
Eng
inee
ring
Tec
hnic
ians
are
req
uire
d t
o a
pp
ly s
afe
syst
ems
of w
ork
and
ar
e ab
le t
o d
emo
nstr
ate:
• E
vid
ence
of t
heir
cont
ribut
ion
to e
ither
the
des
ign,
dev
elo
pm
ent,
m
anuf
actu
re, c
om
mis
sio
ning
, dec
om
mis
sio
ning
, op
erat
ion
or
mai
nten
ance
of p
rod
ucts
, eq
uip
men
t, p
roce
sses
or
serv
ices
•
Sup
ervi
sory
or
tech
nica
l res
po
nsib
ility
•
Effe
ctiv
e in
terp
erso
nal s
kills
in c
om
mun
icat
ing
tec
hnic
al m
atte
rs•
Co
mm
itmen
t to
pro
fess
iona
l eng
inee
ring
val
ues.
Inco
rpo
rate
d E
ngin
eers
mai
ntai
n an
d m
anag
e ap
plic
atio
ns o
f cur
rent
an
d d
evel
op
ing
tec
hno
log
y, a
nd m
ay u
nder
take
eng
inee
ring
des
ign,
d
evel
op
men
t, m
anuf
actu
re, c
ons
truc
tion
and
op
erat
ion.
Inco
rpo
rate
d E
ngin
eers
are
ab
le t
o d
emo
nstr
ate:
• Th
e th
eore
tical
kno
wle
dg
e to
so
lve
pro
ble
ms
in d
evel
op
ed
tech
nolo
gie
s us
ing
wel
l pro
ven
anal
ytic
al t
echn
ique
s•
Succ
essf
ul a
pp
licat
ion
of t
heir
kno
wle
dg
e to
del
iver
eng
inee
ring
p
roje
cts
or
serv
ices
usi
ng e
stab
lishe
d t
echn
olo
gie
s an
d m
etho
ds
• R
esp
ons
ibili
ty fo
r p
roje
ct a
nd fi
nanc
ial p
lann
ing
and
man
agem
ent
tog
ethe
r w
ith s
om
e re
spo
nsib
ility
for
lead
ing
and
dev
elo
pin
g o
ther
p
rofe
ssio
nal s
taff
• E
ffect
ive
inte
rper
sona
l ski
lls in
co
mm
unic
atin
g t
echn
ical
mat
ters
• C
om
mitm
ent
to p
rofe
ssio
nal e
ngin
eerin
g v
alue
s.
Cha
rter
ed E
ngin
eers
dev
elo
p s
olu
tions
to
eng
inee
ring
pro
ble
ms
usin
g
new
or
exis
ting
tec
hno
log
ies,
thr
oug
h in
nova
tion,
cre
ativ
ity a
nd c
hang
e an
d/o
r th
ey m
ay h
ave
tech
nica
l acc
oun
tab
ility
for
com
ple
x sy
stem
s w
ith
sig
nific
ant
leve
ls o
f ris
k.
Cha
rter
ed E
ngin
eers
are
ab
le t
o d
emo
nstr
ate:
• Th
e th
eore
tical
kno
wle
dg
e to
so
lve
pro
ble
ms
in n
ew t
echn
olo
gie
s an
d
dev
elo
p n
ew a
naly
tical
tec
hniq
ues
• Su
cces
sful
ap
plic
atio
n o
f the
kno
wle
dg
e to
del
iver
inno
vativ
e p
rod
ucts
and
ser
vice
s an
d/o
r ta
ke t
echn
ical
resp
ons
ibili
ty fo
r co
mp
lex
eng
inee
ring
sys
tem
s•
Acc
oun
tab
ility
for
pro
ject
, fina
nce
and
per
sonn
el m
anag
emen
t an
d
man
agin
g t
rad
e-o
ffs b
etw
een
tech
nica
l and
so
cio
-eco
nom
ic fa
cto
rs
• Sk
ill s
ets
nece
ssar
y to
dev
elo
p o
ther
tec
hnic
al s
taff
• E
ffect
ive
inte
rper
sona
l ski
lls in
co
mm
unic
atin
g t
echn
ical
mat
ters
.
The
Co
mp
eten
ce a
nd
Co
mm
itm
ent
Stan
dar
d f
or
Eng
inee
ring
Tec
hnic
ians
.
Eng
inee
ring
Tec
hnic
ians
m
ust
be
com
pet
ent
thro
ugho
ut t
heir
wo
rkin
g li
fe,
by
virt
ue o
f the
ir ed
ucat
ion,
tr
aini
ng a
nd e
xper
ienc
e, t
o:
The
exam
ple
s g
iven
bel
ow
ar
e in
tend
ed t
o h
elp
yo
u id
enti
fy a
ctiv
itie
s yo
u m
ight
q
uote
to
dem
ons
trat
e th
e re
qui
red
co
mp
eten
ce a
nd
com
mit
men
t fo
r E
ngTe
ch
reg
istr
atio
n. T
hese
are
no
t ex
haus
tive
. M
ore
ove
r,
you
are
not
req
uire
d t
o
giv
e m
ulti
ple
exa
mp
les
to
dem
ons
trat
e co
mp
eten
ce a
nd
com
mit
men
t.
Tell
us a
bo
ut y
our
car
eer,
educ
atio
n an
d t
rain
ing
. Exp
lain
ho
w t
he e
xper
ienc
e yo
u ha
ve
gai
ned
has
mad
e yo
u m
ore
co
mp
eten
t.
The
Co
mp
eten
ce a
nd
Co
mm
itm
ent
Stan
dar
d f
or
Inco
rpo
rate
d E
ngin
eers
.
Inco
rpo
rate
d E
ngin
eers
mus
t b
e co
mp
eten
t th
roug
hout
th
eir
wo
rkin
g li
fe, b
y vi
rtue
of
thei
r ed
ucat
ion,
tra
inin
g a
nd
exp
erie
nce,
to
:
The
exam
ple
s g
iven
bel
ow
are
in
tend
ed t
o h
elp
yo
u id
enti
fy
acti
viti
es y
ou
mig
ht q
uote
to
dem
ons
trat
e th
e re
qui
red
co
mp
eten
ce a
nd c
om
mit
men
t fo
r IE
ng r
egis
trat
ion.
The
se
are
not
exha
usti
ve.
Mo
reo
ver,
yo
u ar
e no
t re
qui
red
to
g
ive
mul
tip
le e
xam
ple
s to
d
emo
nstr
ate
com
pet
ence
and
co
mm
itm
ent.
The
Co
mp
eten
ce a
nd
Co
mm
itm
ent
Stan
dar
d f
or
Cha
rter
ed E
ngin
eers
.
Cha
rter
ed E
ngin
eers
mus
t b
e co
mp
eten
t th
roug
hout
th
eir
wo
rkin
g li
fe, b
y vi
rtue
of
thei
r ed
ucat
ion,
tra
inin
g a
nd
exp
erie
nce,
to
:
The
exam
ple
s g
iven
bel
ow
ar
e in
tend
ed t
o h
elp
yo
u id
enti
fy a
ctiv
itie
s yo
u m
ight
q
uote
to
dem
ons
trat
e th
e re
qui
red
co
mp
eten
ce a
nd
com
mit
men
t fo
r C
Eng
re
gis
trat
ion.
The
se a
re
not
exha
usti
ve. M
ore
ove
r,
you
are
not
req
uire
d t
o
giv
e m
ulti
ple
exa
mp
les
to
dem
ons
trat
e co
mp
eten
ce a
nd
com
mit
men
t.
AU
se e
ngin
eeri
ng k
now
led
ge
and
und
erst
and
ing
to
ap
ply
te
chni
cal a
nd p
ract
ical
ski
lls.
This
incl
udes
the
ab
ility
to
:
The
revi
ewer
s w
ill b
e lo
oki
ng
for
evid
ence
tha
t yo
u ha
ve
the
kno
w-h
ow
to
do
the
jo
b, an
d w
ere
able
to
go
b
eyo
nd t
he im
med
iate
re
qui
rem
ents
and
use
yo
ur
init
iati
ve a
nd e
xper
ienc
e to
so
lve
a p
rob
lem
or
imp
rove
a
pro
cess
.
AU
se a
co
mb
inat
ion
of
gen
eral
and
sp
ecia
list
eng
inee
ring
kno
wle
dg
e an
d u
nder
stan
din
g t
o a
pp
ly
exis
ting
and
em
erg
ing
te
chno
log
y.
AU
se a
co
mb
inat
ion
of
gen
eral
and
sp
ecia
list
eng
inee
ring
kno
wle
dg
e an
d
und
erst
and
ing
to
op
tim
ise
the
app
licat
ion
of
exis
ting
an
d e
mer
gin
g t
echn
olo
gy.
Tab
le o
f com
pet
ence
and
com
mit
men
t sta
ndar
ds
for E
ngTe
ch, I
Eng
and
CE
ng
Eng
inee
ring
Tec
hnic
ian
Inco
rpo
rate
d E
ngin
eer
Cha
rter
ed E
ngin
eer
Eng
inee
ring
Tec
hnic
ians
ap
ply
pro
ven
tech
niq
ues
and
pro
ced
ures
to
th
e so
lutio
n o
f pra
ctic
al e
ngin
eerin
g p
rob
lem
s.
Eng
inee
ring
Tec
hnic
ians
are
req
uire
d t
o a
pp
ly s
afe
syst
ems
of w
ork
and
ar
e ab
le t
o d
emo
nstr
ate:
• E
vid
ence
of t
heir
cont
ribut
ion
to e
ither
the
des
ign,
dev
elo
pm
ent,
m
anuf
actu
re, c
om
mis
sio
ning
, dec
om
mis
sio
ning
, op
erat
ion
or
mai
nten
ance
of p
rod
ucts
, eq
uip
men
t, p
roce
sses
or
serv
ices
•
Sup
ervi
sory
or
tech
nica
l res
po
nsib
ility
•
Effe
ctiv
e in
terp
erso
nal s
kills
in c
om
mun
icat
ing
tec
hnic
al m
atte
rs•
Co
mm
itmen
t to
pro
fess
iona
l eng
inee
ring
val
ues.
Inco
rpo
rate
d E
ngin
eers
mai
ntai
n an
d m
anag
e ap
plic
atio
ns o
f cur
rent
an
d d
evel
op
ing
tec
hno
log
y, a
nd m
ay u
nder
take
eng
inee
ring
des
ign,
d
evel
op
men
t, m
anuf
actu
re, c
ons
truc
tion
and
op
erat
ion.
Inco
rpo
rate
d E
ngin
eers
are
ab
le t
o d
emo
nstr
ate:
• Th
e th
eore
tical
kno
wle
dg
e to
so
lve
pro
ble
ms
in d
evel
op
ed
tech
nolo
gie
s us
ing
wel
l pro
ven
anal
ytic
al t
echn
ique
s•
Succ
essf
ul a
pp
licat
ion
of t
heir
kno
wle
dg
e to
del
iver
eng
inee
ring
p
roje
cts
or
serv
ices
usi
ng e
stab
lishe
d t
echn
olo
gie
s an
d m
etho
ds
• R
esp
ons
ibili
ty fo
r p
roje
ct a
nd fi
nanc
ial p
lann
ing
and
man
agem
ent
tog
ethe
r w
ith s
om
e re
spo
nsib
ility
for
lead
ing
and
dev
elo
pin
g o
ther
p
rofe
ssio
nal s
taff
• E
ffect
ive
inte
rper
sona
l ski
lls in
co
mm
unic
atin
g t
echn
ical
mat
ters
• C
om
mitm
ent
to p
rofe
ssio
nal e
ngin
eerin
g v
alue
s.
Cha
rter
ed E
ngin
eers
dev
elo
p s
olu
tions
to
eng
inee
ring
pro
ble
ms
usin
g
new
or
exis
ting
tec
hno
log
ies,
thr
oug
h in
nova
tion,
cre
ativ
ity a
nd c
hang
e an
d/o
r th
ey m
ay h
ave
tech
nica
l acc
oun
tab
ility
for
com
ple
x sy
stem
s w
ith
sig
nific
ant
leve
ls o
f ris
k.
Cha
rter
ed E
ngin
eers
are
ab
le t
o d
emo
nstr
ate:
• Th
e th
eore
tical
kno
wle
dg
e to
so
lve
pro
ble
ms
in n
ew t
echn
olo
gie
s an
d
dev
elo
p n
ew a
naly
tical
tec
hniq
ues
• Su
cces
sful
ap
plic
atio
n o
f the
kno
wle
dg
e to
del
iver
inno
vativ
e p
rod
ucts
and
ser
vice
s an
d/o
r ta
ke t
echn
ical
resp
ons
ibili
ty fo
r co
mp
lex
eng
inee
ring
sys
tem
s•
Acc
oun
tab
ility
for
pro
ject
, fina
nce
and
per
sonn
el m
anag
emen
t an
d
man
agin
g t
rad
e-o
ffs b
etw
een
tech
nica
l and
so
cio
-eco
nom
ic fa
cto
rs
• Sk
ill s
ets
nece
ssar
y to
dev
elo
p o
ther
tec
hnic
al s
taff
• E
ffect
ive
inte
rper
sona
l ski
lls in
co
mm
unic
atin
g t
echn
ical
mat
ters
.
The
Co
mp
eten
ce a
nd
Co
mm
itm
ent
Stan
dar
d f
or
Eng
inee
ring
Tec
hnic
ians
.
Eng
inee
ring
Tec
hnic
ians
m
ust
be
com
pet
ent
thro
ugho
ut t
heir
wo
rkin
g li
fe,
by
virt
ue o
f the
ir ed
ucat
ion,
tr
aini
ng a
nd e
xper
ienc
e, t
o:
The
exam
ple
s g
iven
bel
ow
ar
e in
tend
ed t
o h
elp
yo
u id
enti
fy a
ctiv
itie
s yo
u m
ight
q
uote
to
dem
ons
trat
e th
e re
qui
red
co
mp
eten
ce a
nd
com
mit
men
t fo
r E
ngTe
ch
reg
istr
atio
n. T
hese
are
no
t ex
haus
tive
. M
ore
ove
r,
you
are
not
req
uire
d t
o
giv
e m
ulti
ple
exa
mp
les
to
dem
ons
trat
e co
mp
eten
ce a
nd
com
mit
men
t.
Tell
us a
bo
ut y
our
car
eer,
educ
atio
n an
d t
rain
ing
. Exp
lain
ho
w t
he e
xper
ienc
e yo
u ha
ve
gai
ned
has
mad
e yo
u m
ore
co
mp
eten
t.
The
Co
mp
eten
ce a
nd
Co
mm
itm
ent
Stan
dar
d f
or
Inco
rpo
rate
d E
ngin
eers
.
Inco
rpo
rate
d E
ngin
eers
mus
t b
e co
mp
eten
t th
roug
hout
th
eir
wo
rkin
g li
fe, b
y vi
rtue
of
thei
r ed
ucat
ion,
tra
inin
g a
nd
exp
erie
nce,
to
:
The
exam
ple
s g
iven
bel
ow
are
in
tend
ed t
o h
elp
yo
u id
enti
fy
acti
viti
es y
ou
mig
ht q
uote
to
dem
ons
trat
e th
e re
qui
red
co
mp
eten
ce a
nd c
om
mit
men
t fo
r IE
ng r
egis
trat
ion.
The
se
are
not
exha
usti
ve.
Mo
reo
ver,
yo
u ar
e no
t re
qui
red
to
g
ive
mul
tip
le e
xam
ple
s to
d
emo
nstr
ate
com
pet
ence
and
co
mm
itm
ent.
The
Co
mp
eten
ce a
nd
Co
mm
itm
ent
Stan
dar
d f
or
Cha
rter
ed E
ngin
eers
.
Cha
rter
ed E
ngin
eers
mus
t b
e co
mp
eten
t th
roug
hout
th
eir
wo
rkin
g li
fe, b
y vi
rtue
of
thei
r ed
ucat
ion,
tra
inin
g a
nd
exp
erie
nce,
to
:
The
exam
ple
s g
iven
bel
ow
ar
e in
tend
ed t
o h
elp
yo
u id
enti
fy a
ctiv
itie
s yo
u m
ight
q
uote
to
dem
ons
trat
e th
e re
qui
red
co
mp
eten
ce a
nd
com
mit
men
t fo
r C
Eng
re
gis
trat
ion.
The
se a
re
not
exha
usti
ve. M
ore
ove
r,
you
are
not
req
uire
d t
o
giv
e m
ulti
ple
exa
mp
les
to
dem
ons
trat
e co
mp
eten
ce a
nd
com
mit
men
t.
AU
se e
ngin
eeri
ng k
now
led
ge
and
und
erst
and
ing
to
ap
ply
te
chni
cal a
nd p
ract
ical
ski
lls.
This
incl
udes
the
ab
ility
to
:
The
revi
ewer
s w
ill b
e lo
oki
ng
for
evid
ence
tha
t yo
u ha
ve
the
kno
w-h
ow
to
do
the
jo
b, an
d w
ere
able
to
go
b
eyo
nd t
he im
med
iate
re
qui
rem
ents
and
use
yo
ur
init
iati
ve a
nd e
xper
ienc
e to
so
lve
a p
rob
lem
or
imp
rove
a
pro
cess
.
AU
se a
co
mb
inat
ion
of
gen
eral
and
sp
ecia
list
eng
inee
ring
kno
wle
dg
e an
d u
nder
stan
din
g t
o a
pp
ly
exis
ting
and
em
erg
ing
te
chno
log
y.
AU
se a
co
mb
inat
ion
of
gen
eral
and
sp
ecia
list
eng
inee
ring
kno
wle
dg
e an
d
und
erst
and
ing
to
op
tim
ise
the
app
licat
ion
of
exis
ting
an
d e
mer
gin
g t
echn
olo
gy.
Eng
inee
ring
Tec
hnic
ian
Inco
rpo
rate
d E
ngin
eer
Cha
rter
ed E
ngin
eer
A1
Rev
iew
and
sel
ect
app
rop
riate
te
chni
que
s, p
roce
dur
es a
nd
met
hod
s to
und
erta
ke t
asks
.
Des
crib
e:•
an e
xam
ple
of w
ork
yo
u d
id
that
wen
t w
ell,
the
cho
ices
yo
u m
ade
and
the
out
com
e•
or
som
ethi
ng in
yo
ur w
ork
th
at y
ou
wer
e in
volv
ed in
w
hich
did
n’t
qui
te w
ork
and
ex
pla
in w
hy•
or
a te
chni
que
, pro
ced
ure
or
met
hod
yo
u im
pro
ved
up
on
and
exp
lain
why
.
A1
Mai
ntai
n an
d e
xten
d a
so
und
th
eore
tical
ap
pro
ach
to t
he
app
licat
ion
of t
echn
olo
gy
in
eng
inee
ring
pra
ctic
e.
This
co
uld
incl
ude
an a
bili
ty t
o:
• Id
entif
y th
e lim
its o
f ow
n p
erso
nal k
now
led
ge
and
sk
ills
• St
rive
to e
xten
d o
wn
tech
nolo
gic
al c
apab
ility
• B
road
en a
nd d
eep
en o
wn
kno
wle
dg
e b
ase
thro
ugh
new
ap
plic
atio
ns a
nd
tech
niq
ues.
Eng
age
in fo
rmal
lear
ning
. Le
arn
new
eng
inee
ring
th
eorie
s an
d t
echn
ique
s in
the
w
ork
pla
ce, a
t se
min
ars,
etc
. B
road
en y
our
kno
wle
dg
e o
f en
gin
eerin
g c
od
es, s
tand
ard
s an
d s
pec
ifica
tions
.
A1
Mai
ntai
n an
d e
xten
d a
so
und
the
ore
tical
ap
pro
ach
in e
nab
ling
the
intr
od
uctio
n an
d e
xplo
itatio
n o
f new
and
ad
vanc
ing
tec
hno
log
y.
This
co
uld
incl
ude
an a
bili
ty t
o:
• Id
entif
y th
e lim
its o
f ow
n p
erso
nal k
now
led
ge
and
ski
lls•
Striv
e to
ext
end
ow
n te
chno
log
ical
cap
abili
ty•
Bro
aden
and
dee
pen
o
wn
kno
wle
dg
e b
ase
thro
ugh
rese
arch
and
ex
per
imen
tatio
n.
Eng
age
in fo
rmal
po
st-g
rad
uate
ac
adem
ic s
tud
y. L
earn
and
d
evel
op
new
eng
inee
ring
th
eorie
s an
d t
echn
ique
s in
th
e w
ork
pla
ce. B
road
en y
our
kn
ow
led
ge
of e
ngin
eerin
g
cod
es, s
tand
ard
s an
d
spec
ifica
tions
.
A2
Use
ap
pro
pria
te s
cien
tific,
te
chni
cal o
r en
gin
eerin
g
prin
cip
les.
Dra
win
g fr
om
yo
ur d
irect
ex
per
ienc
e, t
his
mig
ht b
e an
ex
pla
natio
n o
f ho
w a
pie
ce
of e
qui
pm
ent,
sys
tem
or
mec
hani
sm w
ork
s.
A2
Use
a s
oun
d e
vid
ence
-bas
ed
app
roac
h to
pro
ble
m-s
olv
ing
an
d c
ont
ribut
e to
co
ntin
uous
im
pro
vem
ent.
This
co
uld
incl
ude
an a
bili
ty t
o:
• U
se m
arke
t in
telli
gen
ce
and
kno
wle
dg
e o
f te
chno
log
ical
dev
elo
pm
ents
to
pro
mo
te a
nd im
pro
ve t
he
effe
ctiv
enes
s o
f eng
inee
ring
p
rod
ucts
, sys
tem
s an
d
serv
ices
• C
ont
ribut
e to
the
eva
luat
ion
and
dev
elo
pm
ent
of
cont
inuo
us im
pro
vem
ent
syst
ems
• A
pp
ly k
now
led
ge
and
ex
per
ienc
e to
inve
stig
ate
and
so
lve
pro
ble
ms
aris
ing
d
urin
g e
ngin
eerin
g t
asks
and
im
ple
men
t co
rrec
tive
actio
n.
Man
age/
cont
ribut
e to
m
arke
t re
sear
ch, a
nd p
rod
uct
and
pro
cess
rese
arch
and
d
evel
op
men
t. In
volv
emen
t w
ith c
ross
-dis
cip
linar
y w
ork
ing
. C
ond
uct
stat
istic
ally
so
und
ap
pra
isal
of d
ata.
Use
evi
den
ce
fro
m b
est
pra
ctic
e to
imp
rove
ef
fect
iven
ess.
Ap
ply
roo
t ca
use
anal
ysis
.
A2
Eng
age
in t
he c
reat
ive
and
in
nova
tive
dev
elo
pm
ent
of
eng
inee
ring
tec
hno
log
y an
d
cont
inuo
us im
pro
vem
ent
syst
ems.
This
co
uld
incl
ude
an a
bili
ty t
o:
• A
sses
s m
arke
t ne
eds
and
co
ntrib
ute
to m
arke
ting
st
rate
gie
s•
Iden
tify
cons
trai
nts
and
ex
plo
it o
pp
ort
uniti
es fo
r th
e d
evel
op
men
t an
d t
rans
fer
of
tech
nolo
gy
with
in o
wn
cho
sen
field
• Pr
om
ote
new
ap
plic
atio
ns
whe
n ap
pro
pria
te•
Secu
re t
he n
eces
sary
in
telle
ctua
l pro
per
ty (I
P) r
ight
s•
Dev
elo
p a
nd e
valu
ate
cont
inuo
us im
pro
vem
ent
syst
ems.
Lead
/man
age
mar
ket
rese
arch
, an
d p
rod
uct
and
pro
cess
re
sear
ch a
nd d
evel
op
men
t.
Cro
ss-d
isci
plin
ary
wo
rkin
g
invo
lvin
g c
om
ple
x p
roje
cts.
Co
nduc
t st
atis
tical
ly s
oun
d
app
rais
al o
f dat
a. U
se e
vid
ence
fr
om
bes
t p
ract
ice
to im
pro
ve
effe
ctiv
enes
s.
BC
ont
rib
ute
to t
he
des
ign,
dev
elo
pm
ent,
m
anuf
actu
re, co
nstr
ucti
on,
co
mm
issi
oni
ng, o
per
atio
n o
r m
aint
enan
ce o
f p
rod
ucts
, eq
uip
men
t, p
roce
sses
, sy
stem
s o
r se
rvic
es.
In t
his
cont
ext,
thi
s in
clud
es
the
abili
ty t
o:
Exp
lain
ho
w y
ou
cont
rib
ute
to o
ne o
r m
ore
of
thes
e ac
tivi
ties
.
BA
pp
ly a
pp
rop
riat
e th
eore
tica
l and
pra
ctic
al
met
hod
s to
des
ign,
dev
elo
p,
man
ufac
ture
, co
nstr
uct,
co
mm
issi
on,
op
erat
e,
mai
ntai
n, d
eco
mm
issi
on
and
re-
cycl
e en
gin
eeri
ng
pro
cess
es,
syst
ems,
ser
vice
s an
d p
rod
ucts
.
BA
pp
ly a
pp
rop
riat
e th
eore
tica
l an
d p
ract
ical
met
hod
s to
th
e an
alys
is a
nd s
olu
tio
n o
f en
gin
eeri
ng p
rob
lem
s.
39
40
Eng
inee
ring
Tec
hnic
ian
Inco
rpo
rate
d E
ngin
eer
Cha
rter
ed E
ngin
eer
B1
Iden
tify
pro
ble
ms
and
ap
ply
ap
pro
pria
te m
etho
ds
to
iden
tify
caus
es a
nd a
chie
ve
satis
fact
ory
so
lutio
ns
Sho
w a
n ex
amp
le o
f ho
w y
ou
have
use
d m
easu
rem
ent,
m
oni
torin
g a
nd a
sses
smen
t to
:•
iden
tify
the
sour
ce o
f a
pro
ble
m
• o
r to
iden
tify
an o
pp
ort
unity
• o
r to
pro
po
se a
so
lutio
n.
B1
Iden
tify,
revi
ew a
nd s
elec
t te
chni
que
s, p
roce
dur
es
and
met
hod
s to
und
erta
ke
eng
inee
ring
tas
ks.
This
co
uld
incl
ude
an a
bili
ty t
o:
• E
stab
lish
user
s’ re
qui
rem
ents
fo
r im
pro
vem
ent
• Se
lect
a re
view
met
hod
olo
gy
• Fu
lly e
xplo
it an
d im
ple
men
t cu
rren
t te
chno
log
y•
Rev
iew
the
po
tent
ial f
or
enha
ncin
g e
ngin
eerin
g
pra
ctic
es, p
rod
ucts
, p
roce
sses
, sys
tem
s an
d
serv
ices
, usi
ng e
vid
ence
fro
m
bes
t p
ract
ice
• E
stab
lish
an a
ctio
n p
lan
to
imp
lem
ent
the
resu
lts o
f the
re
view
.
Co
ntrib
ute
to t
he m
arke
ting
o
f and
ten
der
ing
for
new
en
gin
eerin
g p
rod
ucts
, p
roce
sses
and
sys
tem
s.
Co
ntrib
ute
to t
he s
pec
ifica
tion
and
pro
cure
men
t o
f new
en
gin
eerin
g p
rod
ucts
, p
roce
sses
and
sys
tem
s.
Dev
elo
p d
eco
mm
issi
oni
ng
pro
cess
es. S
et t
arg
ets,
and
d
raft
pro
gra
mm
es a
nd a
ctio
n p
lans
. Sch
edul
e ac
tiviti
es.
B1
Iden
tify
po
tent
ial p
roje
cts
and
o
pp
ort
uniti
es.
This
co
uld
incl
ude
an a
bili
ty t
o:
• E
stab
lish
and
hel
p d
evel
op
so
lutio
ns t
o m
eet
user
s’
req
uire
men
ts•
Co
nsid
er a
nd im
ple
men
t ne
w
and
em
erg
ing
tec
hno
log
ies
• E
nhan
ce e
ngin
eerin
g
pra
ctic
es, p
rod
ucts
, p
roce
sses
, sys
tem
s an
d
serv
ices
• U
se o
wn
kno
wle
dg
e o
f the
em
plo
yer’s
po
sitio
n to
ass
ess
the
viab
ility
of o
pp
ort
uniti
es.
Invo
lvem
ent
in t
he m
arke
ting
o
f and
ten
der
ing
for
new
en
gin
eerin
g p
rod
ucts
, p
roce
sses
and
sys
tem
s.
Invo
lvem
ent
in t
he s
pec
ifica
tion
and
pro
cure
men
t o
f new
en
gin
eerin
g p
rod
ucts
, p
roce
sses
and
sys
tem
s. S
et
targ
ets,
and
dra
ft p
rog
ram
mes
an
d a
ctio
n p
lans
. Sch
edul
e ac
tiviti
es.
B2
Iden
tify,
org
anis
e an
d
use
reso
urce
s ef
fect
ivel
y to
co
mp
lete
tas
ks, w
ith
cons
ider
atio
n fo
r co
st,
qua
lity,
saf
ety,
sec
urity
and
en
viro
nmen
tal i
mp
act.
Illus
trat
e ho
w y
ou
mak
e d
ecis
ions
ab
out
:•
wha
t in
form
atio
n, m
ater
ial,
com
po
nent
, peo
ple
or
pla
nt
to u
se
• o
r ho
w t
o in
tro
duc
e a
new
m
etho
d o
f wo
rkin
g•
or
wha
t p
reca
utio
ns y
ou
too
k.
Des
crib
e ho
w y
ou
have
co
ntrib
uted
to
bes
t p
ract
ice
met
hod
s o
f co
ntin
uous
im
pro
vem
ent,
eg
ISO
900
0.
B2
Co
ntrib
ute
to t
he d
esig
n an
d
dev
elo
pm
ent
of e
ngin
eerin
g
solu
tions
.
This
co
uld
incl
ude
an a
bili
ty t
o:
• C
ont
ribut
e to
the
id
entifi
catio
n an
d
spec
ifica
tion
of d
esig
n an
d
dev
elo
pm
ent
req
uire
men
ts
for
eng
inee
ring
pro
duc
ts,
pro
cess
es, s
yste
ms
and
se
rvic
es•
Iden
tify
op
erat
iona
l ris
ks
and
eva
luat
e p
oss
ible
en
gin
eerin
g s
olu
tions
, ta
king
acc
oun
t o
f co
st,
qua
lity,
saf
ety,
relia
bili
ty,
app
eara
nce,
fitn
ess
for
pur
po
se, s
ecur
ity, i
ntel
lect
ual
pro
per
ty (I
P) c
ons
trai
nts
and
op
po
rtun
ities
, and
en
viro
nmen
tal i
mp
act
• C
olle
ct a
nd a
naly
se re
sults
• C
arry
out
nec
essa
ry t
ests
.
Co
ntrib
ute
to t
heo
retic
al
and
ap
plie
d re
sear
ch.
Man
age/
cont
ribut
e to
val
ue
eng
inee
ring
and
who
le li
fe
cost
ing
. Wo
rk in
des
ign
team
s.
Dra
ft s
pec
ifica
tions
. Fin
d a
nd
eval
uate
info
rmat
ion
fro
m a
va
riety
of s
our
ces,
incl
udin
g
onl
ine.
Dev
elo
p a
nd t
est
op
tions
. Id
entif
y re
sour
ces
and
co
sts
of o
ptio
ns. P
rod
uce
det
aile
d d
esig
ns. B
e aw
are
of I
P co
nstr
aint
s an
d o
pp
ort
uniti
es.
B2
Co
nduc
t ap
pro
pria
te re
sear
ch,
and
und
erta
ke d
esig
n an
d
dev
elo
pm
ent
of e
ngin
eerin
g
solu
tions
.
This
co
uld
incl
ude
an a
bili
ty t
o:
• Id
entif
y an
d a
gre
e ap
pro
pria
te re
sear
ch
met
hod
olo
gie
s•
Allo
cate
and
man
age
reso
urce
s •
Dev
elo
p t
he n
eces
sary
tes
ts•
Co
llect
, ana
lyse
and
eva
luat
e th
e re
leva
nt d
ata
• U
nder
take
eng
inee
ring
d
esig
n•
Prep
are,
pre
sent
and
ag
ree
des
ign
reco
mm
end
atio
ns,
with
ap
pro
pria
te a
naly
sis
of
risk,
and
tak
ing
acc
oun
t o
f co
st, q
ualit
y, s
afet
y, re
liab
ility
, ap
pea
ranc
e, fi
tnes
s fo
r p
urp
ose
, sec
urity
, int
elle
ctua
l p
rop
erty
(IP)
co
nstr
aint
s an
d o
pp
ort
uniti
es, a
nd
envi
ronm
enta
l im
pac
t.
Car
ry o
ut fo
rmal
the
ore
tical
re
sear
ch. E
valu
ate
num
eric
al
and
ana
lytic
al t
oo
ls. C
arry
o
ut a
pp
lied
rese
arch
on
the
job
. Lea
d/m
anag
e va
lue
eng
inee
ring
and
who
le li
fe
cost
ing
. Lea
d d
esig
n te
ams.
D
raft
sp
ecifi
catio
ns. D
evel
op
an
d t
est
op
tions
. Id
entif
y re
sour
ces
and
co
sts
of o
ptio
ns.
Pro
duc
e co
ncep
t d
esig
ns, a
nd
dev
elo
p t
hese
into
det
aile
d
des
igns
.B
e aw
are
of I
P co
nstr
aint
s an
d
op
po
rtun
ities
.
41
Eng
inee
ring
Tec
hnic
ian
Inco
rpo
rate
d E
ngin
eer
Cha
rter
ed E
ngin
eer
B3
Imp
lem
ent
des
ign
solu
tions
an
d c
ont
ribut
e to
the
ir ev
alua
tion.
This
co
uld
incl
ude
an a
bili
ty t
o:
• Se
cure
the
reso
urce
s re
qui
red
for
imp
lem
enta
tion
• Im
ple
men
t d
esig
n so
lutio
ns,
taki
ng a
cco
unt
of c
ritic
al
cons
trai
nts,
incl
udin
g d
ue
conc
ern
for
safe
ty a
nd
sust
aina
bili
ty
• Id
entif
y p
rob
lem
s d
urin
g
imp
lem
enta
tion
and
tak
e co
rrec
tive
actio
n•
Co
ntrib
ute
to
reco
mm
end
atio
ns fo
r im
pro
vem
ent
and
act
ivel
y le
arn
fro
m fe
edb
ack
on
resu
lts.
Follo
w t
he d
esig
n p
roce
ss
thro
ugh
into
pro
duc
t m
anuf
actu
re. O
per
ate
and
m
aint
ain
pro
cess
es, s
yste
ms
etc.
Co
ntrib
ute
to re
po
rts
on
the
eval
uatio
n o
f the
ef
fect
iven
ess
of t
he d
esig
ns,
incl
udin
g r
isk,
saf
ety
and
lif
e cy
cle
cons
ider
atio
ns.
Co
ntrib
ute
to p
rod
uct
imp
rove
men
t. In
terp
ret
and
ana
lyse
per
form
ance
. C
ont
ribut
e to
det
erm
inin
g
criti
cal s
ucce
ss fa
cto
rs.
B3
Man
age
imp
lem
enta
tion
of
des
ign
solu
tions
, and
eva
luat
e th
eir
effe
ctiv
enes
s.
This
co
uld
incl
ude
an a
bili
ty t
o:
• E
nsur
e th
at t
he a
pp
licat
ion
of t
he d
esig
n re
sults
in
the
app
rop
riate
pra
ctic
al
out
com
e•
Imp
lem
ent
des
ign
solu
tions
, ta
king
acc
oun
t o
f crit
ical
co
nstr
aint
s, in
clud
ing
due
co
ncer
n fo
r sa
fety
and
su
stai
nab
ility
• D
eter
min
e th
e cr
iteria
fo
r ev
alua
ting
the
des
ign
solu
tions
• E
valu
ate
the
out
com
e ag
ains
t th
e o
rigin
al s
pec
ifica
tion
• A
ctiv
ely
lear
n fr
om
feed
bac
k o
n re
sults
to
imp
rove
futu
re
des
ign
solu
tions
and
bui
ld
bes
t p
ract
ice.
Follo
w t
he d
esig
n p
roce
ss
thro
ugh
into
pro
duc
t o
r se
rvic
e re
alis
atio
n an
d it
s ev
alua
tion.
Pr
epar
e an
d p
rese
nt re
po
rts
on
the
eval
uatio
n o
f the
ef
fect
iven
ess
of t
he d
esig
ns,
incl
udin
g r
isk,
saf
ety
and
life
cy
cle
cons
ider
atio
ns. M
anag
e p
rod
uct
imp
rove
men
t. In
terp
ret
and
ana
lyse
per
form
ance
. D
eter
min
e cr
itica
l suc
cess
fa
cto
rs.
CA
ccep
t an
d e
xerc
ise
per
sona
l res
po
nsib
ility
.
This
incl
udes
the
ab
ility
to
:
Des
crib
e an
exp
erie
nce
or
inst
ance
whe
re y
ou
have
ha
d t
o a
ccep
t p
erso
nal
resp
ons
ibili
ty f
or
seei
ng
a p
roce
ss t
hro
ugh
to
com
ple
tio
n w
ithi
n ag
reed
ta
rget
s.
CP
rovi
de
tech
nica
l and
co
mm
erci
al m
anag
emen
t.C
Pro
vid
e te
chni
cal a
nd
com
mer
cial
lead
ersh
ip.
42
Eng
inee
ring
Tec
hnic
ian
Inco
rpo
rate
d E
ngin
eer
Cha
rter
ed E
ngin
eer
C1
Wo
rk re
liab
ly a
nd e
ffect
ivel
y w
itho
ut c
lose
sup
ervi
sio
n,
to t
he a
pp
rop
riate
co
des
of
pra
ctic
e.
Your
evi
den
ce s
houl
d s
how
ho
w
you
iden
tified
and
ag
reed
wha
t ha
d t
o b
e d
one
and
to
wha
t st
and
ard
s o
n a
typ
ical
pro
ject
.
C1
Plan
for
effe
ctiv
e p
roje
ct
imp
lem
enta
tion.
This
co
uld
incl
ude
an a
bili
ty t
o:
• Id
entif
y fa
cto
rs a
ffect
ing
the
p
roje
ct im
ple
men
tatio
n•
Car
ry o
ut h
olis
tic a
nd
syst
emat
ic r
isk
iden
tifica
tion,
as
sess
men
t an
d
man
agem
ent
• Pr
epar
e an
d a
gre
e im
ple
men
tatio
n p
lans
and
m
etho
d s
tate
men
ts•
Secu
re t
he n
eces
sary
re
sour
ces
and
co
nfirm
role
s in
pro
ject
tea
m•
Ap
ply
the
nec
essa
ry
cont
ract
ual a
rran
gem
ents
w
ith o
ther
sta
keho
lder
s (c
lient
, sub
cont
ract
ors
, su
pp
liers
, etc
).
Man
age/
cont
ribut
e to
pro
ject
p
lann
ing
act
iviti
es. P
rod
uce
and
imp
lem
ent
pro
cure
men
t p
lans
. Co
ntrib
ute
to p
roje
ct
risk
asse
ssm
ents
. Co
llab
ora
te
with
key
sta
keho
lder
s. P
lan
pro
gra
mm
es a
nd d
eliv
ery
of t
asks
. Id
entif
y re
sour
ces
and
co
sts.
Pre
par
e an
d a
gre
e co
ntra
cts/
wo
rk o
rder
s.
C1
Plan
for
effe
ctiv
e p
roje
ct
imp
lem
enta
tion.
This
co
uld
incl
ude
an a
bili
ty t
o:
• Sy
stem
atic
ally
revi
ew t
he
fact
ors
affe
ctin
g t
he p
roje
ct
imp
lem
enta
tion
incl
udin
g
safe
ty a
nd s
usta
inab
ility
co
nsid
erat
ions
• D
efine
a h
olis
tic a
nd
syst
emat
ic a
pp
roac
h to
ris
k id
entifi
catio
n, a
sses
smen
t an
d
man
agem
ent
• Le
ad o
n p
rep
arin
g a
nd
agre
eing
imp
lem
enta
tion
pla
ns a
nd m
etho
d s
tate
men
ts•
Ens
ure
that
the
nec
essa
ry
reso
urce
s ar
e se
cure
d a
nd
brie
f the
pro
ject
tea
m•
Neg
otia
te t
he n
eces
sary
co
ntra
ctua
l arr
ang
emen
ts
with
oth
er s
take
hold
ers
(clie
nt, s
ubco
ntra
cto
rs,
sup
plie
rs, e
tc).
Lead
/man
age
pro
ject
p
lann
ing
act
iviti
es. P
rod
uce
and
imp
lem
ent
pro
cure
men
t p
lans
. Car
ry o
ut p
roje
ct r
isk
asse
ssm
ents
. Co
llab
ora
te w
ith
key
stak
eho
lder
s, a
nd n
ego
tiate
ag
reem
ent
to t
he p
lans
. Pla
n p
rog
ram
mes
and
del
iver
y o
f ta
sks.
Iden
tify
reso
urce
s an
d
cost
s. N
ego
tiate
and
ag
ree
cont
ract
s/w
ork
ord
ers.
C2
Acc
ept
resp
ons
ibili
ty fo
r w
ork
o
f sel
f or
oth
ers.
Your
evi
den
ce c
oul
d in
clud
e:m
inut
es o
f mee
ting
s; s
ite n
ote
s an
d in
stru
ctio
ns; V
aria
tion
Ord
ers;
pro
gra
mm
es o
f wo
rk;
spec
ifica
tions
, dra
win
g a
nd
rep
ort
s; o
r ap
pra
isal
s. A
ctiv
ity
not
asso
ciat
ed w
ith y
our
job
ca
n co
ntrib
ute
evid
ence
.
C2
Man
age
task
s, p
eop
le a
nd
reso
urce
s to
pla
n an
d b
udg
et.
This
co
uld
incl
ude
an a
bili
ty t
o:
• O
per
ate
app
rop
riate
m
anag
emen
t sy
stem
s•
Wo
rk t
o t
he a
gre
ed q
ualit
y st
and
ard
s, p
rog
ram
me
and
b
udg
et, w
ithin
leg
al a
nd
stat
uto
ry re
qui
rem
ents
• M
anag
e w
ork
tea
ms,
co
ord
inat
ing
pro
ject
ac
tiviti
es•
Iden
tify
varia
tions
fro
m
qua
lity
stan
dar
ds,
p
rog
ram
me
and
bud
get
s,
and
tak
e co
rrec
tive
actio
n•
Eva
luat
e p
erfo
rman
ce a
nd
reco
mm
end
imp
rove
men
ts.
Man
age/
cont
ribut
e to
pro
ject
o
per
atio
ns. M
anag
e th
e b
alan
ce b
etw
een
qua
lity,
co
st
and
tim
e. M
anag
e co
ntin
gen
cy
pro
cess
es. C
ont
ribut
e to
th
e m
anag
emen
t o
f pro
ject
fu
ndin
g, p
aym
ents
and
re
cove
ry. S
atis
fy le
gal
and
st
atut
ory
ob
ligat
ions
. Man
age
task
s w
ithin
iden
tified
fina
ncia
l, co
mm
erci
al a
nd re
gul
ato
ry
cons
trai
nts.
C2
Plan
, bud
get
, org
anis
e, d
irect
an
d c
ont
rol t
asks
, peo
ple
and
re
sour
ces.
This
co
uld
incl
ude
an a
bili
ty t
o:
• Se
t up
ap
pro
pria
te
man
agem
ent
syst
ems
• D
efine
qua
lity
stan
dar
ds,
p
rog
ram
me
and
bud
get
w
ithin
leg
al a
nd s
tatu
tory
re
qui
rem
ents
• O
rgan
ise
and
lead
wo
rk
team
s, c
oo
rdin
atin
g p
roje
ct
activ
ities
• E
nsur
e th
at v
aria
tions
fro
m
qua
lity
stan
dar
ds,
pro
gra
mm
e an
d b
udg
ets
are
iden
tified
, an
d t
hat
corr
ectiv
e ac
tion
is
take
n•
Gat
her
and
eva
luat
e fe
edb
ack,
and
reco
mm
end
im
pro
vem
ents
.
Take
resp
ons
ibili
ty fo
r an
d
cont
rol p
roje
ct o
per
atio
ns.
Man
age
the
bal
ance
bet
wee
n q
ualit
y, c
ost
and
tim
e. M
anag
e ris
k re
gis
ter
and
co
ntin
gen
cy
syst
ems.
Man
age
pro
ject
fu
ndin
g, p
aym
ents
and
re
cove
ry. S
atis
fy le
gal
and
st
atut
ory
ob
ligat
ions
. Lea
d/
man
age
task
s w
ithin
iden
tified
fin
anci
al, c
om
mer
cial
and
re
gul
ato
ry c
ons
trai
nts.
43
Eng
inee
ring
Tec
hnic
ian
Inco
rpo
rate
d E
ngin
eer
Cha
rter
ed E
ngin
eer
C3
Acc
ept,
allo
cate
and
su
per
vise
tec
hnic
al a
nd o
ther
ta
sks.
Your
evi
den
ce c
oul
d in
clud
e:m
inut
es o
f mee
ting
s; s
ite n
ote
s an
d in
stru
ctio
ns; V
aria
tion
Ord
ers;
pro
gra
mm
es o
f wo
rk;
spec
ifica
tions
, dra
win
g a
nd
rep
ort
s; o
r ap
pra
isal
s. A
ctiv
ity
not
asso
ciat
ed w
ith y
our
job
ca
n co
ntrib
ute
evid
ence
.
C3
Man
age
team
s an
d d
evel
op
st
aff t
o m
eet
chan
gin
g
tech
nica
l and
man
ager
ial
need
s.
This
co
uld
incl
ude
an a
bili
ty t
o:
• A
gre
e o
bje
ctiv
es a
nd
wo
rk p
lans
with
tea
ms
and
in
div
idua
ls•
Iden
tify
team
and
ind
ivid
ual
need
s, a
nd p
lan
for
thei
r d
evel
op
men
t•
Rei
nfo
rce
team
co
mm
itmen
t to
pro
fess
iona
l sta
ndar
ds
• M
anag
e an
d s
upp
ort
tea
m
and
ind
ivid
ual d
evel
op
men
t•
Ass
ess
team
and
ind
ivid
ual
per
form
ance
, and
pro
vid
e fe
edb
ack.
Car
ry o
ut/c
ont
ribut
e to
sta
ff ap
pra
isal
s. P
lan/
cont
ribut
e to
th
e tr
aini
ng a
nd d
evel
op
men
t o
f sta
ff. G
athe
r ev
iden
ce fr
om
co
lleag
ues
of t
he m
anag
emen
t,
asse
ssm
ent
and
feed
bac
k th
at y
ou
have
pro
vid
ed. C
arry
o
ut/c
ont
ribut
e to
dis
cip
linar
y p
roce
dur
es.
C3
Lead
tea
ms
and
dev
elo
p s
taff
to m
eet
chan
gin
g t
echn
ical
and
m
anag
eria
l nee
ds.
This
co
uld
incl
ude
an a
bili
ty t
o:
• A
gre
e o
bje
ctiv
es a
nd
wo
rk p
lans
with
tea
ms
and
in
div
idua
ls•
Iden
tify
team
and
ind
ivid
ual
need
s, a
nd p
lan
for
thei
r d
evel
op
men
t•
Rei
nfo
rce
team
co
mm
itmen
t to
pro
fess
iona
l sta
ndar
ds
• Le
ad a
nd s
upp
ort
tea
m a
nd
ind
ivid
ual d
evel
op
men
t•
Ass
ess
team
and
ind
ivid
ual
per
form
ance
, and
pro
vid
e fe
edb
ack.
Car
ry o
ut/c
ont
ribut
e to
sta
ff ap
pra
isal
s. P
lan/
cont
ribut
e to
th
e tr
aini
ng a
nd d
evel
op
men
t o
f sta
ff. G
athe
r ev
iden
ce fr
om
co
lleag
ues
of t
he m
anag
emen
t,
asse
ssm
ent
and
feed
bac
k th
at y
ou
have
pro
vid
ed. C
arry
o
ut/c
ont
ribut
e to
dis
cip
linar
y p
roce
dur
es.
C4
Man
age
cont
inuo
us q
ualit
y im
pro
vem
ent.
This
co
uld
incl
ude
an a
bili
ty t
o:
• E
nsur
e th
e ap
plic
atio
n o
f qua
lity
man
agem
ent
prin
cip
les
by
team
mem
ber
s an
d c
olle
ague
s•
Man
age
op
erat
ions
to
m
aint
ain
qua
lity
stan
dar
ds
• E
valu
ate
pro
ject
s an
d
mak
e re
com
men
dat
ions
for
imp
rove
men
t.
Pro
mo
te q
ualit
y. M
anag
e/co
ntrib
ute
to b
est
pra
ctic
e m
etho
ds
of c
ont
inuo
us
imp
rove
men
t, e
g IS
O 9
000,
E
FQM
, bal
ance
d s
core
card
. C
arry
out
/co
ntrib
ute
to q
ualit
y au
dits
. Mo
nito
r, m
aint
ain
and
im
pro
ve d
eliv
ery.
Iden
tify,
im
ple
men
t an
d e
valu
ate
chan
ges
to
mee
t q
ualit
y o
bje
ctiv
es.
C4
Brin
g a
bo
ut c
ont
inuo
us
imp
rove
men
t th
roug
h q
ualit
y m
anag
emen
t.
This
co
uld
incl
ude
an a
bili
ty t
o:
• Pr
om
ote
qua
lity
thro
ugho
ut
the
org
anis
atio
n an
d it
s cu
sto
mer
and
sup
plie
r ne
two
rks
• D
evel
op
and
mai
ntai
n o
per
atio
ns t
o m
eet
qua
lity
stan
dar
ds
• D
irect
pro
ject
eva
luat
ion
and
p
rop
ose
reco
mm
end
atio
ns
for
imp
rove
men
t.
Plan
and
imp
lem
ent
bes
t p
ract
ice
met
hod
s o
f co
ntin
uous
im
pro
vem
ent,
eg
ISO
900
0,
EFQ
M, b
alan
ced
sco
reca
rd.
Car
ry o
ut q
ualit
y au
dits
. M
oni
tor,
mai
ntai
n an
d im
pro
ve
del
iver
y. Id
entif
y, im
ple
men
t an
d e
valu
ate
chan
ges
to
mee
t q
ualit
y o
bje
ctiv
es.
DU
se e
ffec
tive
co
mm
unic
atio
n an
d in
terp
erso
nal s
kills
.
This
incl
udes
the
ab
ility
to
:
You
will
nee
d t
o s
how
yo
u ca
n: c
ont
rib
ute
to d
iscu
ssio
ns;
mak
e a
pre
sent
atio
n; r
ead
an
d s
ynth
esis
e in
form
atio
n;
or
wri
te d
iffe
rent
typ
es o
f d
ocu
men
ts.
DD
emo
nstr
ate
effe
ctiv
e in
terp
erso
nal s
kills
.D
Dem
ons
trat
e ef
fect
ive
inte
rper
sona
l ski
lls.
44
Eng
inee
ring
Tec
hnic
ian
Inco
rpo
rate
d E
ngin
eer
Cha
rter
ed E
ngin
eer
D1
Use
ora
l, w
ritte
n an
d
elec
tro
nic
met
hod
s fo
r th
e co
mm
unic
atio
n in
Eng
lish1
of t
echn
ical
and
oth
er
info
rmat
ion
Your
evi
den
ce c
oul
d in
clud
e:
lett
ers;
rep
ort
s; d
raw
ing
s;
emai
ls; m
inut
es, i
nclu
din
g o
f p
rog
ress
mee
ting
s; a
pp
rais
als;
w
ork
inst
ruct
ions
; and
oth
er
task
pla
nnin
g a
nd o
rgan
isin
g
do
cum
ents
. Yo
ur a
pp
licat
ion
itsel
f will
be
rele
vant
.
D1
Co
mm
unic
ate
in E
nglis
h1 with
o
ther
s at
all
leve
ls.
This
co
uld
incl
ude
an a
bili
ty t
o:
• C
ont
ribut
e to
, cha
ir an
d
reco
rd m
eetin
gs
and
d
iscu
ssio
ns•
Prep
are
com
mun
icat
ions
, d
ocu
men
ts a
nd re
po
rts
on
tech
nica
l mat
ters
• E
xcha
nge
info
rmat
ion
and
pro
vid
e ad
vice
to
te
chni
cal a
nd n
on-
tech
nica
l co
lleag
ues.
Rep
ort
s, le
tter
s, e
mai
ls,
dra
win
gs,
sp
ecifi
catio
ns a
nd
wo
rkin
g p
aper
s (e
g m
eetin
g
min
utes
, pla
nnin
g d
ocu
men
ts,
corr
esp
ond
ence
) in
a va
riety
of
form
ats.
Eng
agin
g o
r in
tera
ctin
g w
ith
pro
fess
iona
l net
wo
rks.
D1
Co
mm
unic
ate
in E
nglis
h1 with
o
ther
s at
all
leve
ls.
This
co
uld
incl
ude
an a
bili
ty t
o:
• Le
ad, c
hair,
co
ntrib
ute
to
and
reco
rd m
eetin
gs
and
d
iscu
ssio
ns•
Prep
are
com
mun
icat
ions
, d
ocu
men
ts a
nd re
po
rts
on
com
ple
x m
atte
rs•
Exc
hang
e in
form
atio
n an
d
pro
vid
e ad
vice
to
tec
hnic
al
and
no
n-te
chni
cal c
olle
ague
s.
Rep
ort
s, le
tter
s, e
mai
ls,
dra
win
gs,
sp
ecifi
catio
ns a
nd
wo
rkin
g p
aper
s (e
.g. m
eetin
g
min
utes
, pla
nnin
g d
ocu
men
ts,
corr
esp
ond
ence
) in
a va
riety
of
form
ats.
Eng
agin
g o
r in
tera
ctin
g w
ith
pro
fess
iona
l net
wo
rks.
D2
Wo
rk e
ffect
ivel
y w
ith
colle
ague
s, c
lient
s, s
upp
liers
o
r th
e p
ublic
, and
be
awar
e o
f the
nee
ds
and
co
ncer
ns
of o
ther
s, e
spec
ially
whe
re
rela
ted
to
div
ersi
ty a
nd
equa
lity.
Sho
w e
xam
ple
s o
f ho
w t
his
has
occ
urre
d, a
nd y
our
role
at
the
time.
Des
crib
e yo
ur ro
le a
s p
art
of a
te
am.
Des
crib
e a
situ
atio
n w
here
yo
u p
ut y
our
aw
aren
ess
into
p
ract
ice.
D2
Pres
ent
and
dis
cuss
pro
po
sals
.
This
co
uld
incl
ude
an a
bili
ty t
o:
• Pr
epar
e an
d d
eliv
er
app
rop
riate
pre
sent
atio
ns•
Man
age
deb
ates
with
au
die
nces
• Fe
ed t
he re
sults
bac
k to
im
pro
ve t
he p
rop
osa
ls•
Co
ntrib
ute
to t
he a
war
enes
s o
f ris
k.
Pres
enta
tions
, rec
ord
s o
f d
iscu
ssio
ns a
nd t
heir
out
com
es.
D2
Pres
ent
and
dis
cuss
pro
po
sals
.
This
co
uld
incl
ude
an a
bili
ty t
o:
• Pr
epar
e an
d d
eliv
er
pre
sent
atio
ns o
n st
rate
gic
m
atte
rs•
Lead
and
sus
tain
deb
ates
with
au
die
nces
• Fe
ed t
he re
sults
bac
k to
im
pro
ve t
he p
rop
osa
ls•
Rai
se t
he a
war
enes
s o
f ris
k.
Pres
enta
tions
, rec
ord
s o
f d
iscu
ssio
ns a
nd t
heir
out
com
es.
D3
Dem
ons
trat
e p
erso
nal a
nd
soci
al s
kills
.
This
co
uld
incl
ude
an a
bili
ty t
o:
• K
now
and
man
age
ow
n em
otio
ns, s
tren
gth
s an
d
wea
knes
ses
• B
e aw
are
of t
he n
eed
s an
d
conc
erns
of o
ther
s, e
spec
ially
w
here
rela
ted
to
div
ersi
ty
and
eq
ualit
y•
Be
confi
den
t an
d fl
exib
le
in d
ealin
g w
ith n
ew a
nd
chan
gin
g in
terp
erso
nal
situ
atio
ns•
Iden
tify,
ag
ree
and
wo
rk
tow
ard
s co
llect
ive
go
als
• C
reat
e, m
aint
ain
and
en
hanc
e p
rod
uctiv
e w
ork
ing
re
latio
nshi
ps,
and
reso
lve
confl
icts
.
Rec
ord
s o
f mee
ting
s. E
vid
ence
fr
om
co
lleag
ues
of y
our
p
erso
nal a
nd s
oci
al s
kills
. C
ont
ribut
e to
pro
duc
tive
wo
rkin
g re
latio
nshi
ps.
Ap
ply
d
iver
sity
and
ant
i-dis
crim
inat
ion
leg
isla
tion.
D3
Dem
ons
trat
e p
erso
nal a
nd
soci
al s
kills
.
This
co
uld
incl
ude
an a
bili
ty t
o:
• K
now
and
man
age
ow
n em
otio
ns, s
tren
gth
s an
d
wea
knes
ses
• B
e aw
are
of t
he n
eed
s an
d
conc
erns
of o
ther
s, e
spec
ially
w
here
rela
ted
to
div
ersi
ty a
nd
equa
lity
• B
e co
nfid
ent
and
flex
ible
in
dea
ling
with
new
and
ch
ang
ing
inte
rper
sona
l si
tuat
ions
• Id
entif
y, a
gre
e an
d le
ad w
ork
to
war
ds
colle
ctiv
e g
oal
s•
Cre
ate,
mai
ntai
n an
d
enha
nce
pro
duc
tive
wo
rkin
g
rela
tions
hip
s, a
nd re
solv
e co
nflic
ts.
Rec
ord
s o
f mee
ting
s. E
vid
ence
fr
om
co
lleag
ues
of y
our
p
erso
nal a
nd s
oci
al s
kills
. Tak
e re
spo
nsib
ility
for
pro
duc
tive
wo
rkin
g re
latio
nshi
ps.
Ap
ply
d
iver
sity
and
ant
i-dis
crim
inat
ion
leg
isla
tion.
1 A
ny in
terv
iew
s w
ill b
e co
nduc
ted
in E
nglis
h, s
ubje
ct o
nly
to th
e p
rovi
sion
s of
the
Wel
sh L
ang
uag
e A
ct 1
993
and
any
Reg
ulat
ions
whi
ch m
ay b
e m
ade
in
imp
lem
enta
tion
of E
urop
ean
Uni
on d
irect
ives
on
free
mov
emen
t of l
abou
r.
45
Eng
inee
ring
Tec
hnic
ian
Inco
rpo
rate
d E
ngin
eer
Cha
rter
ed E
ngin
eer
EM
ake
a p
erso
nal
com
mit
men
t to
an
app
rop
riat
e co
de
of
pro
fess
iona
l co
nduc
t,
reco
gni
sing
ob
ligat
ions
to
so
ciet
y, t
he p
rofe
ssio
n an
d
the
envi
ronm
ent.
Your
co
mm
itm
ent
will
be
to
bec
om
e p
art
of
the
pro
fess
ion
and
up
hold
the
sta
ndar
ds
to
whi
ch a
ll m
emb
ers
sub
scri
be.
Yo
u ne
ed t
o s
how
tha
t yo
u ha
ve r
ead
and
und
erst
oo
d
your
inst
itut
ion’
s C
od
e o
f C
ond
uct.
ED
emo
nstr
ate
a p
erso
nal
com
mit
men
t to
pro
fess
iona
l st
and
ard
s, r
eco
gni
sing
o
blig
atio
ns t
o s
oci
ety,
th
e p
rofe
ssio
n an
d t
he
envi
ronm
ent.
ED
emo
nstr
ate
a p
erso
nal
com
mit
men
t to
pro
fess
iona
l st
and
ard
s, r
eco
gni
sing
o
blig
atio
ns t
o s
oci
ety,
th
e p
rofe
ssio
n an
d t
he
envi
ronm
ent.
E1
Co
mp
ly w
ith t
he C
od
e o
f C
ond
uct
of y
our
inst
itutio
n.
The
pro
fess
iona
l rev
iew
in
volv
es d
emo
nstr
atio
n o
f, o
r d
iscu
ssio
n o
f, yo
ur p
osi
tion
on
typ
ical
eth
ical
cha
lleng
es.
E1
Co
mp
ly w
ith re
leva
nt c
od
es o
f co
nduc
t.
This
incl
udes
an
abili
ty t
o:
• C
om
ply
with
the
rul
es o
f p
rofe
ssio
nal c
ond
uct
of o
wn
inst
itutio
n•
Man
age
wo
rk w
ithin
all
rele
vant
leg
isla
tion
and
re
gul
ato
ry fr
amew
ork
s,
incl
udin
g s
oci
al a
nd
emp
loym
ent
leg
isla
tion.
Co
ntrib
ute
to t
he a
ffairs
of y
our
in
stitu
tion.
Wo
rk w
ith a
var
iety
o
f co
nditi
ons
of c
ont
ract
.
E1
Co
mp
ly w
ith re
leva
nt c
od
es o
f co
nduc
t.
This
incl
udes
an
abili
ty t
o:
• C
om
ply
with
the
rul
es o
f p
rofe
ssio
nal c
ond
uct
of o
wn
inst
itutio
n •
Lead
wo
rk w
ithin
all
rele
vant
le
gis
latio
n an
d re
gul
ato
ry
fram
ewo
rks,
incl
udin
g s
oci
al
and
em
plo
ymen
t le
gis
latio
n.
Wo
rk w
ith a
var
iety
of
cond
itio
ns o
f co
ntra
ct.
Dem
ons
trat
e in
itiat
ive
in a
nd
com
mitm
ent
to t
he a
ffairs
of
your
inst
itutio
n.
E2
Man
age
and
ap
ply
saf
e sy
stem
s o
f wo
rk.
Pro
vid
e ev
iden
ce o
f ap
ply
ing
cu
rren
t sa
fety
req
uire
men
ts,
such
as
risk
asse
ssm
ent
and
o
ther
exa
mp
les
of g
oo
d
pra
ctic
e yo
u ad
op
t in
yo
ur
wo
rk. Y
ou
will
nee
d t
o s
how
th
at y
ou
have
rece
ived
a fo
rmal
sa
fety
inst
ruct
ion
rela
ting
to
yo
ur w
ork
pla
ce (s
uch
as a
CSC
S sa
fety
tes
t in
the
UK
), o
r an
up
dat
e o
n st
atut
ory
reg
ulat
ions
. In
the
UK
an
exam
ple
wo
uld
be
CO
SHH
req
uire
men
ts.
E2
Man
age
and
ap
ply
saf
e sy
stem
s o
f wo
rk.
This
co
uld
incl
ude
an a
bili
ty t
o:
• Id
entif
y an
d t
ake
resp
ons
ibili
ty fo
r o
wn
ob
ligat
ions
for
heal
th, s
afet
y an
d w
elfa
re is
sues
• M
anag
e sy
stem
s th
at s
atis
fy
heal
th, s
afet
y an
d w
elfa
re
req
uire
men
ts•
Dev
elo
p a
nd im
ple
men
t ap
pro
pria
te h
azar
d
iden
tifica
tion
and
ris
k m
anag
emen
t sy
stem
s an
d
cultu
re•
Man
age,
eva
luat
e an
d
imp
rove
the
se s
yste
ms.
• A
pp
ly a
so
und
kno
wle
dg
e o
f he
alth
and
saf
ety
leg
isla
tion.
Und
erta
ke fo
rmal
hea
lth a
nd
safe
ty tr
aini
ng. W
ork
with
hea
lth
and
saf
ety
leg
isla
tion
and
bes
t p
ract
ice.
In t
he U
K, e
xam
ple
s in
clud
e H
ASA
W 1
974,
CD
M
reg
ulat
ions
, OH
SAS
1800
1:20
07
and
co
mp
any
safe
ty p
olic
ies.
Car
ry o
ut s
afet
y au
dits
. Id
entif
y an
d m
inim
ise
haza
rds.
Ass
ess
and
co
ntro
l ris
ks. D
eliv
er
heal
th a
nd s
afet
y b
riefin
gs
and
in
duc
tions
.
E2
Man
age
and
ap
ply
saf
e sy
stem
s o
f wo
rk.
This
co
uld
incl
ude
an a
bili
ty t
o:
• Id
entif
y an
d t
ake
resp
ons
ibili
ty fo
r o
wn
ob
ligat
ions
for
heal
th, s
afet
y an
d w
elfa
re is
sues
• E
nsur
e th
at s
yste
ms
satis
fy
heal
th, s
afet
y an
d w
elfa
re
req
uire
men
ts•
Dev
elo
p a
nd im
ple
men
t ap
pro
pria
te h
azar
d
iden
tifica
tion
and
ris
k m
anag
emen
t sy
stem
s an
d
cultu
re•
Man
age,
eva
luat
e an
d
imp
rove
the
se s
yste
ms
• A
pp
ly a
so
und
kno
wle
dg
e o
f he
alth
and
saf
ety
leg
isla
tion.
Und
erta
ke fo
rmal
hea
lth a
nd
safe
ty tr
aini
ng. W
ork
with
hea
lth
and
saf
ety
leg
isla
tion
and
bes
t p
ract
ice.
In t
he U
K, e
xam
ple
s in
clud
e H
ASA
W 1
974,
CD
M
reg
ulat
ions
, OH
SAS
1800
1:20
07
and
co
mp
any
safe
ty p
olic
ies.
Car
ry o
ut s
afet
y au
dits
. Id
entif
y an
d m
inim
ise
haza
rds.
Ass
ess
and
co
ntro
l ris
ks. E
valu
ate
the
cost
s an
d b
enefi
ts o
f saf
e w
ork
ing
. Del
iver
str
ateg
ic
heal
th a
nd s
afet
y b
riefin
gs
and
in
duc
tions
.
46
Eng
inee
ring
Tec
hnic
ian
Inco
rpo
rate
d E
ngin
eer
Cha
rter
ed E
ngin
eer
E3
Und
erta
ke e
ngin
eerin
g w
ork
in
a w
ay t
hat
cont
ribut
es t
o
sust
aina
ble
dev
elo
pm
ent.
This
co
uld
incl
ude
an a
bili
ty
to:
• O
per
ate
and
act
resp
ons
ibly
, ta
king
acc
oun
t o
f the
nee
d
to p
rog
ress
env
ironm
enta
l, so
cial
and
eco
nom
ic
out
com
es s
imul
tane
ous
ly.
Sho
w e
xam
ple
s o
f met
hod
ical
as
sess
men
t o
f ris
k in
sp
ecifi
c p
roje
cts;
act
ions
tak
en t
o
min
imis
e ris
k to
so
ciet
y o
r th
e en
viro
nmen
t.
E3
Und
erta
ke e
ngin
eerin
g
activ
ities
in a
way
tha
t co
ntrib
utes
to
sus
tain
able
d
evel
op
men
t.
This
co
uld
incl
ude
an a
bili
ty t
o:
• O
per
ate
and
act
resp
ons
ibly
, ta
king
acc
oun
t o
f the
nee
d
to p
rog
ress
env
ironm
enta
l, so
cial
and
eco
nom
ic
out
com
es s
imul
tane
ous
ly•
Pro
vid
e p
rod
ucts
and
se
rvic
es w
hich
mai
ntai
n an
d
enha
nce
the
qua
lity
of t
he
envi
ronm
ent
and
co
mm
unity
, an
d m
eet
finan
cial
ob
ject
ives
• U
nder
stan
d a
nd e
nco
urag
e st
akeh
old
er in
volv
emen
t in
su
stai
nab
le d
evel
op
men
t•
Use
reso
urce
s ef
ficie
ntly
and
ef
fect
ivel
y.
Car
ry o
ut/c
ont
ribut
e to
en
viro
nmen
tal i
mp
act
asse
ssm
ents
. Car
ry o
ut/
cont
ribut
e to
env
ironm
enta
l ris
k as
sess
men
ts. M
anag
e b
est
pra
ctic
e en
viro
nmen
tal
man
agem
ent
syst
ems,
eg
ISO
14
000.
Man
age
bes
t p
ract
ice
risk
man
agem
ent
syst
ems
eg IS
O 3
1000
. Wo
rk w
ithin
en
viro
nmen
tal l
egis
latio
n.
Ad
op
t su
stai
nab
le p
ract
ices
. C
ont
ribut
e to
so
cial
, eco
nom
ic
and
env
ironm
enta
l out
com
es.
E3
Und
erta
ke e
ngin
eerin
g
activ
ities
in a
way
tha
t co
ntrib
utes
to
sus
tain
able
d
evel
op
men
t.
This
co
uld
incl
ude
an a
bili
ty t
o:
• O
per
ate
and
act
resp
ons
ibly
, ta
king
acc
oun
t o
f the
nee
d
to p
rog
ress
env
ironm
enta
l, so
cial
and
eco
nom
ic
out
com
es s
imul
tane
ous
ly•
Use
imag
inat
ion,
cre
ativ
ity
and
inno
vatio
n to
pro
vid
e p
rod
ucts
and
ser
vice
s w
hich
m
aint
ain
and
enh
ance
the
q
ualit
y o
f the
env
ironm
ent
and
co
mm
unity
, and
mee
t fin
anci
al o
bje
ctiv
es•
Und
erst
and
and
sec
ure
stak
eho
lder
invo
lvem
ent
in
sust
aina
ble
dev
elo
pm
ent
• U
se re
sour
ces
effic
ient
ly a
nd
effe
ctiv
ely.
Car
ry o
ut e
nviro
nmen
tal
imp
act
asse
ssm
ents
. Car
ry o
ut
envi
ronm
enta
l ris
k as
sess
men
ts.
Plan
and
imp
lem
ent
bes
t p
ract
ice
envi
ronm
enta
l m
anag
emen
t sy
stem
s, e
g IS
O
1400
0. M
anag
e b
est
pra
ctic
e ris
k m
anag
emen
t sy
stem
s eg
ISO
310
00. W
ork
with
in
envi
ronm
enta
l leg
isla
tion.
A
do
pt
sust
aina
ble
pra
ctic
es.
Ach
ieve
so
cial
, eco
nom
ic a
nd
envi
ronm
enta
l out
com
es.
E4
Car
ry o
ut a
nd re
cord
CPD
ne
cess
ary
to m
aint
ain
and
en
hanc
e co
mp
eten
ce in
ow
n ar
ea o
f pra
ctic
e in
clud
ing
: •
Und
erta
ke re
view
s o
f ow
n d
evel
op
men
t ne
eds
• Pl
an h
ow
to
mee
t p
erso
nal
and
org
anis
atio
nal
ob
ject
ives
• C
arry
out
pla
nned
(and
un
pla
nned
) CPD
act
iviti
es•
Mai
ntai
n ev
iden
ce o
f co
mp
eten
ce d
evel
op
men
t•
Eva
luat
e C
PD o
utco
mes
ag
ains
t an
y p
lans
mad
e•
Ass
ist
oth
ers
with
the
ir o
wn
CPD
.
This
mea
ns d
emo
nstr
atin
g
that
yo
u ha
ve a
ctiv
ely
soug
ht
to k
eep
yo
urse
lf up
to
dat
e,
per
hap
s b
y st
udyi
ng n
ew
stan
dar
ds
or
tech
niq
ues,
o
r m
ade
use
of m
agaz
ines
, le
ctur
es o
rgan
ised
by
pro
fess
iona
l eng
inee
ring
in
stitu
tions
, and
oth
er
op
po
rtun
ities
to
net
wo
rk
in o
rder
to
kee
p a
bre
ast
of
chan
ge.
E4
Car
ry o
ut a
nd re
cord
CPD
ne
cess
ary
to m
aint
ain
and
en
hanc
e co
mp
eten
ce in
ow
n ar
ea o
f pra
ctic
e in
clud
ing
:•
Und
erta
ke re
view
s o
f ow
n d
evel
op
men
t ne
eds
• Pl
an h
ow
to
mee
t p
erso
nal
and
org
anis
atio
nal o
bje
ctiv
es•
Car
ry o
ut p
lann
ed (a
nd
unp
lann
ed) C
PD a
ctiv
ities
• M
aint
ain
evid
ence
of
com
pet
ence
dev
elo
pm
ent
• E
valu
ate
CPD
out
com
es
agai
nst
any
pla
ns m
ade
• A
ssis
t o
ther
s w
ith t
heir
ow
n C
PD.
Kee
p u
p t
o d
ate
with
nat
iona
l an
d in
tern
atio
nal e
ngin
eerin
g
issu
es. M
aint
ain
CPD
pla
ns
and
reco
rds.
Invo
lvem
ent
with
th
e af
fairs
of y
our
inst
itutio
n.
Evi
den
ce o
f yo
ur d
evel
op
men
t th
roug
h o
n-th
e-jo
b le
arni
ng,
priv
ate
stud
y, in
-ho
use
cour
ses,
ext
erna
l co
urse
s an
d
conf
eren
ces.
E4
Car
ry o
ut a
nd re
cord
CPD
ne
cess
ary
to m
aint
ain
and
en
hanc
e co
mp
eten
ce in
ow
n ar
ea o
f pra
ctic
e in
clud
ing
:•
Und
erta
ke re
view
s o
f ow
n d
evel
op
men
t ne
eds
• Pl
an h
ow
to
mee
t p
erso
nal
and
org
anis
atio
nal o
bje
ctiv
es•
Car
ry o
ut p
lann
ed (a
nd
unp
lann
ed) C
PD a
ctiv
ities
• M
aint
ain
evid
ence
of
com
pet
ence
dev
elo
pm
ent
• E
valu
ate
CPD
out
com
es
agai
nst
any
pla
ns m
ade
• A
ssis
t o
ther
s w
ith t
heir
ow
n C
PD.
Kee
p u
p t
o d
ate
with
nat
iona
l an
d in
tern
atio
nal e
ngin
eerin
g
issu
es. M
aint
ain
CPD
pla
ns
and
reco
rds.
Invo
lvem
ent
with
th
e af
fairs
of y
our
inst
itutio
n.
Evi
den
ce o
f yo
ur d
evel
op
men
t th
roug
h o
n-th
e-jo
b le
arni
ng,
priv
ate
stud
y, in
-ho
use
cour
ses,
ext
erna
l co
urse
s an
d
conf
eren
ces.
47
Eng
inee
ring
Tec
hnic
ian
Inco
rpo
rate
d E
ngin
eer
Cha
rter
ed E
ngin
eer
E5
Exe
rcis
e re
spo
nsib
ilitie
s in
an
ethi
cal m
anne
r. G
ive
an e
xam
ple
of w
here
yo
u ha
ve a
pp
lied
eth
ical
prin
cip
les
as d
escr
ibed
in t
he S
tate
men
t o
f Eth
ical
Prin
cip
les
on
pag
e 33
. G
ive
an e
xam
ple
of w
here
yo
u ha
ve a
pp
lied
/up
held
eth
ical
p
rinci
ple
s as
defi
ned
by
your
o
rgan
isat
ion
or
com
pan
y, w
hich
m
ay b
e in
its
com
pan
y o
r b
rand
va
lues
.
E5
Exe
rcis
e re
spo
nsib
ilitie
s in
an
ethi
cal m
anne
r. G
ive
an e
xam
ple
of w
here
yo
u ha
ve a
pp
lied
eth
ical
prin
cip
les
as d
escr
ibed
in t
he S
tate
men
t o
f Eth
ical
Prin
cip
les
on
pag
e 33
.
Giv
e an
exa
mp
le o
f whe
re y
ou
have
ap
plie
d/u
phe
ld e
thic
al
prin
cip
les
as d
efine
d b
y yo
ur
org
anis
atio
n o
r co
mp
any,
whi
ch
may
be
in it
s co
mp
any
or
bra
nd
valu
es.
E5
Exe
rcis
e re
spo
nsib
ilitie
s in
an
ethi
cal m
anne
r. G
ive
an e
xam
ple
of w
here
yo
u ha
ve a
pp
lied
eth
ical
prin
cip
les
as d
escr
ibed
in t
he S
tate
men
t o
f Eth
ical
Prin
cip
les
on
pag
e 33
.
Giv
e an
exa
mp
le o
f whe
re y
ou
have
ap
plie
d/u
phe
ld e
thic
al
prin
cip
les
as d
efine
d b
y yo
ur
org
anis
atio
n o
r co
mp
any,
whi
ch
may
be
in it
s co
mp
any
or
bra
nd
valu
es.
48
Des
igne
d b
y TC
Com
mun
icat
ions
Ltd
T +44 (0)20 3206 0500 F +44 (0)20 3206 0501 [email protected] www.engc.org.uk
Registered Charity: 286142
First published 2003. Reviewed 2013. Published January 2014. © Engineering Council 2014. Please refer to the Engineering Council website, www.engc.org.uk for the most up-to-date version
The Engineering Council encourages publication of extracts from this Standard, subject to attribution to Engineering Council.